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Public 
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1809 






ANNUAL REPORT 



OF 



THE PUBLIC SCHOOLS, 



OF THE 



CITY OF WHEELING, W. VA. 



FOR THE 



SCHOOL YEAR ENDING JULY 3Jst, J899, 



Published by Order of the Board of Education. 




The Wheeling News I^tho. Co. 
Wheeling, W, Va. 



OFFICERS AND MEMBERS OF THE BOARD OF 
EDUCATION, 



FRANK W. BOWERS, President. WALTER H. HALL, Clerk. 

W. H. ANDERSON, A. M. Superintendent of Schools. 



WASHINGTON. 

I. P. Birney, M. D. Residence, 801 Main street. Business ad- 
dress, 801 Main street. Term expires, 1901. 

C. E. Noble. Residence, 325 Coal street. Business address, 
North Wheeling Glass Co. Term expires, 1903. 

John B. Garden. Residence, 439 Main street. Business ad- 
dress, The Wheeling Electrical Co. Term expires, 1905. 

MADISON. 

A. O. Maxwell. Residence, 68 Indiana street. Business ad- 
dress, 3920 Water street. Term expires, 1901. 

Myron Hubbard. Residence, 3 South Front street. Business 
address, 1501 and 1503 Main street. Term expires', 1903. 

R. B. Battelle. Residence, 79 South Penn street. Business ad- 
dress, North Wheeling Glass Co. Term expires, 1905. 

CLAY. 

J. A. Jefferson. Residence, 1231 McColloch street. Business 
address, 1229 Main street. Term expires, 1901. 

G. L. Cranmer. Residence, 1209 Chapline street. Business ad- 
dress, 1400 Chapline street. Term expires, 1903. 

*B. S. McLure. Residence, 1216 Market street, 2d floor. Term 
expires, 1901. 

*Resigned and E. A. Hildreth, M. D., appointed. 

E. A. Hildreth, M. D. Residence, 1207 Chapline street. Busi- 
ness address, 1207 Chapline street. Term expires, 1901. 



REPORT OF THE PUBLIC SCHOOLS. 



UNION. 

Wm. J. Nesbitt. Residence, 1510 Woods street. Business ad- 
dress, 1510 Woods street. Term expires, 1901. 

Col. J. A. Miller. Residence, 1511 Market street. Business ad- 
dress, 31 Twelfth street. Term expires, 1903. 

G. M. Ford. Residence, 130 Sixteenth street. Business ad- 
dress, S. W. cor. Nineteenth and Jacob. Term expires, 1905. 

CENTRE. 

W. A. Milligan. Residence, 2117 Eoff street. Business address, 
1138 Market street. Term expires, 1901. 

S. Waterhouse, Jr. Residence, 41 Twenty-third street. Busi- 
ness address, 1505 Main and 1508 South streets. Term expires, 1903. 

Frank Wendel. Residence, 2244 Water street. Business ad- 
dress, 15 Fourteenth street. Term expires, 1905. 

WEBSTER. 

Wm. A. Dudley. Residence, 2903 Chapline street. Business ad- 
dress, N. W. cor. Twentieth and Market streets. Term expires, 1901. 

A. J. McNash. Residence, 2710 Jacob street. Business address, 
35 Twelfth street. Term expires, 1903. 

F. W. Bowers. Residence, 2322 Eoff street. Business address, 
1425 South street. Term expires, 1905. 

RITCHIE. 

W. W. McConnell. Residence, 3513 Eoff street. Business ad- 
dress, Cor. Thirty-fifth and McColloch streets. Term expires, 1901. 

Fred Schaub. Residence, 3721 Jacob street. Business address, 
3719 Jacob street. Term expires, 1903. 

H. W. Schrebe. Residence, Forty-eighth and Jacob. Business 
address, Forty-eighth and Jacob. Term expires, 1905. 



STANDING COMMITTEES OF THE BOARD OF 
EDUCATION FOR J898-99. 



FINANCE. — Messrs. Jefferson, Hubbard and McConnell. 

ACCOUNTS. — Messrs. Ford, Garden and Hildreth. 

SALARIES. — Messrs. Miller, Birney and Maxwell. 

TEXT-BOOKS. — Messrs. Schaub, McNash and Milligan. 

RULES AND REGULATIONS. — Messrs. Waterhouse, Cranmer 
and Dudley. 

GERMAN LANGUAGE. — Messrs. Schrebe, Wendel and Nesbitt. 

TEACHERS AND SCHOOLS. — Messrs. Dudley, Schaub, Water- 
house, Nesbitt, Cranmer, Hubbard and Garden. 

BUILDINGS AND GROUNDS.— Messrs. Maxwell, Jefferson, 
Birney, Ford, Wendel, McNash and McConnell. 

PUBLIC LIBRARY.— Messrs. Noble, Schrebe, Milligan, Miller, 
Hildreth, Battelle and Mr. President. 



REPORT OF SUPERINTENDENT OF SCHOOLS, 



To the Board of Education. 

Gentlemen: — I have the honor to submit this my second annual 
report of the schools of the city. In this report you will find that 
of Walter H. Hall, Clerk; H. B. Work, Principal of the Wheeling 
High School; Flem B. Jones, Principal of Lincoln High School; 
Lucy Robinson, Supervisor and Instructor of Music; and Anna B. 
Wilson, Librarian of the Public Library. To these I invite your 
attention. 

The past year has been a very successful one. Nothing hap- 
pened to cause the schools of the city to be closed, except in Centre 
School. This school was closed for a short time for repairs to the 
foundation. 

During the summer vacation the foundation was thoroughly 
underpinned with cement and iron, so that it is said to be as secure 
as any building in the city. 



PRESIDENTS OF THE BOARD UNDER THE PRESENT OR- 
GANIZATION. 

DR. E. A. HILDRETH, July 1st, 1865. 

REV. J. T. M'CLURE, July 3rd, 1866. 

S. M. McCLELLAN, May 13th, 1868. 

JOHN H. HALL, - - - - - - January 4th, 1869. 

DR. GEORGE BAIRD, January 4th, 1875. 

CAPT. ANDREW WILSON, .... January 3rd, 1881. 

C. H. COLLIER, April 19th, 1883. 

DR. J. H. PIPES, ------ January 3rd, 1887. 

P. B. DOBBINS, December 15th, 1887. 

J. A. MILLER, - January 7th, 1889 

DR. S. L. JEPSON, January 5th, 1891. 

DR. J. L. DICKEY, January 2nd, 1893. 

DR. C. F. ULRICH, January 7th, 1895. 

J. A. JEFFERSON, - January 4th, 1897. 



REPORT OF THE PUBLIC SCHOOLS. 



COMPULSORY LAW. 

In my report for last year I mentioned the fact that the com- 
pulsory attendance law of the State is not in force in our city. It 
is claimed that, since we are under a special law, the general school 
law does not apply to us. I wish to reiterate my statements of last 
year, that I deem it very important that a compulsory attendance 
law be provided for Wheeling. It seems to me that there is a 
greater necessity for it here .than in any other part of the State. I 
wish to call your attention to what Flem B. Jones, Principal of 
Lincoln School, says in his report about attendance. The same is 
true in the other schools. 



WHEELING HIGH SCHOOL. 

Our High School is now in the third year of its existence. It 
is very popular with the people, and is growing in popularity. 

Our High School building is not well suited to the use. The 
rooms in the old part of the building are too small, and are not well 
proportioned for school rooms. It is impossible to ventilate, prop- 
erly, in rooms so crowded. I trust that the Board will soon find it 
expedient to erect a new High School building. 

Recently, I received notice that our High School had been 
placed on the accredited list in the West Virginia University. Our 
graduates are given credit in the University course for work done 
in our High School. 



COURSE OF STUDY. 

Our Course of Study is in line with the latest and best in the 
land. We have always been conservative in our ideas as to making 
changes, following the direction of Pope: 

" Be not the first by whom the new are tried, 
Nor yet the last to lay the old aside." 

H. B. Work, Principal of Wheeling High School, suggests that a 
training course for teachers be made a part of the work in that 
school. I would say that this same idea was set fortlr by me sev- 
eral years ago among the reasons for establishing a High School. 

It is a fact now fully recognized that teaching is a business 
which must be learned, and is never, to any degree, a natural gift. 
The teacher deals with the minds of the pupils, and in order to do 
this successfully, must have both scientific and experimental knowl- 
edge of the workings of those minds, and the means by which they 
are most favorably directed. 



REPORT OF THE PUBLIC SCHOOLS. 



GERMAN LANGUAGE. 

The German department of our schools is very gradually gain- 
ing in numbers. The enrollment in this study was last year 597, 
being a small increase over former years. 

So far as work in modern language is concerned, the work done 
in German entitles our pupils to enter the scientific course in our 
West Virginia University, as well as this course in almost any 
college. 

INSURANCE. 

For some years past, I have noticed from the reports of superin- 
tendents of several cities that school boards, in many places, choose 
to carry the risks on school buildings, rather than to pay insurance 
companies for doing the same. The question is, Would it be wise 
to thus risk public money? Judging the future by the past, this risk 
would be warranted. Our school buildings are all of stone and brick, 
and in all cases are isolated. The following is from the report of the 
superintendent of Duluth, Minn.: "The policy of the Board in the 
matter of fire insurance has been to reduce the amount on each 
wooden building to a minimum, and to carry none on those of better 
construction, except that on the High School $140,000 is carried at 
a rate of $1.25." 

I think this matter well worth consideration by our Board of 
Education. 

CONCLUSION. 

In conclusion, I wish to express my thanks to the Board of 
Education for earnest support, and encouragement; to principals 
and teachers for efficient work, and cheerful co-operation in trying 
to enlarge the usefulness of the schools of the city. 

Respectfully submitted, 

W. H. ANDERSON, 
Superintendent City Schools. 



REPORT OF THE PUBLIC SCHOOLS. 



REPORT OF THE PRINCIPAL OF THE HIGH 
SCHOOL. 



W. H. Anderson, Supt. City Schools. 

Dear Sir: — I have the honor to submit the following report of 
the High School for the year 1898-9: 



CORPS OF TEACHERS. 

H. B. Work, A. M., Principal; Theory and Practice of Teaching. 

Emma J. Stephens, Geometry and Algebra. 

Lizzie G. Woods, Algebra and Arithmetic. 

Anna B. Irwin, Arithmetic. 

Rida L. Dean, Music and English. 

Etta M. Roberts, English and American Literature. 

Louise J. Meyer, Ph. B., General History and Latin. 

William D. Turner, A. B., Sciences. 

Jas. C. Lewis, Book-Keeping and Civics. 

Lina Riegal, German. 

William P. Collier, Substitute. 



ENROLLMENT. 

Boys. 

Seniors 6 

Juniors 15 

Sophomores 19 

Freshmen 47 

Irregular 1 



Graduates 5 



Girls. 


Total. 


25 


31 


35 


50 


44 


63 


94 


141 


4 


5 


202 


290 


25 


30 



10 REPORT OF THE PUBLIC SCHOOLS. 



MEMBERS OF GRADUATING CLASS OF 1S99. 

Ella Mae Bowers. Etta Mae Peddicord. 

Ella Mae Brown. Clementine Picket. 

Jeanette McKelvey Burt. Ruth Curtis Rice. 

Catherine Elizabeth Doddridge. Grace Barbara Schwann. 
Margaret Mae Dudley. Stella Sonderman. 

Grace Elizabeth Fendt. Alma Speil. 

Margaret Josephine Friery. Flossie Stobbs. 

Mary Antoinette Graham. Mary Agnes Wayman. 

Katherine Wilder Hannan. Annie Marie Weitzel. 

Ella Curtis Haynes. Lillian Minerva Wiucher. 

Isabella Harwood Jepson. Alfred Tippett Graham. 

Olga Elfrida Mayer. Walker Gwynn. 

Bertha Williams McCoy. Harry Merle Miller. 

Adaline Charlotte Miller. George Carroll Rhoades. 

Maude Murrin. John Forrest Springer. 

The work of the High School for the. past year has been quite 
satisfactory. The spirit of the school has been good. Some disap- 
pointments, both to teachers and pupils, are unavoidable in a school 
so large as ours. Yet the past year has been comparatively free 
from such. 

The number of withdrawals during the year was less propor- 
tionally than in the preceding year, while the number failing of 
promotion was also proportionally less. This result was accom- 
plished, too, at the same time that a direct effort was made to raise 
the standard of work required in the school. 

As stated in my report of last year, certain changes in the 
course of study are deemed advisable to make it more uniform and 
more carefully graded in difficulty. These suggestions have been 
laid before the Board of Education for their consideration. 

During the past year classes took up the study of Botany for 
the first time. Instead of finding this subject a bugbear, as had 
been feared, it proved one of the most interesting and certainly one 
of the most instructive of the course. With the subject of 
Physical Geography it furnishes the most direct form of nature 
study. The field trips in quest of flowers were revelations to many. 

At various times throughout the year "open day" literaries were 
given, in which the skill and power of the pupils in public speaking 
was shown to large numbers of interested visitors. For the enjoy- 
ment of the school, a number of prominent persons from time to 
time addressed them on topics of interest The inspiration of the 
talks of Waitman Barbe, Rev. Cobb, Rev. Clark, and B. F. Jacobs of 
Chicago, is permanent in its effects. 

Near the close of the year's work, a musical and dramatic en- 



REPORT OF THE PUBLIC SCHOOL. 11 

tei'tainment was given by pupils of the school. The drama, "A Box 
of Monkeys," was delightfully rendered to a large and appreciative 
audience. 

A high degree of interest has been maintained in the musical 
exercises of the school. The rendition of many of the selections 
was greatly aided and reinforced by the accompaniment of the High 
School Orchestra. The pupils composing this orchestra deserve the 
thanks of the school for their assistance. 

The equipment of the science department has bf en largely in- 
creased by the purchase of chemicals and apparatus, while the 
addition of a case of the Crowell Physical Apparatus very materially 
adds to the efficiency of the teaching in that study. The best of 
teaching, however, cannot be realized in either of these subjects 
until room can be found, or made, for laboratories, in which the 
pupils may perform the necessary experiments with their own 
hands. 

The work in English is constantly growing in amount, and in 
the labor of teaching. To teach a ready and accurate use of the 
mother tongue is one of the most important purposes of the public 
school. To accomplish this work in the High School, there ought 
to be more time given to the reading of classic selections of litera- 
ture, and an increased amount of composition work based upon this. 
This we are not able to do with the present number of teachers. 

Further additions to the school library are needed. The num- 
ber of volumes is now about 115. Some of these are text-books, and 
are valuable only for reference. The whole number of those suit- 
able for general reading is about 70, yet with this limited number 
the record shows a circulation of 430 volumes. This record does 
not include the references to the books made during the school 
hours. 

The reference library is good so far as it goes, but is too limited 
for a school of such numbers as ours. One encyclopaedia for 290 
pupils is insufficient, especially, if we are to make much headway 
in teaching subjects rather than books. 

The greatest need of all, however, is a new building. The 
capacity of the present structure is overtaxed. Its adaptedness to 
the work of the school is very poor. The necessity of double seat- 
ing; the changing of teachers to different rooms at almost every 
period of the day; the changing of classes in narrow hallways and 
by narrow stairways; the difficulty of heating and ventilating, all 
conspire to make the teacher's work, as well as that of the pupil, 
more laborious than it should be if the conditions under which the 
school work is done were as they should be. What is here said 
is not in the way of complaint. It is a condition and not a theory 



12 REPORT OF THE PUBLIC SCHOOLS. 



that confronts us, and conditions enter largely into successful 
work. 

The experiment of the continuous session begun May 1st, gives 
such general satisfaction, that it is hoped that it may be made the 
permanent policy for the future sessions of the school. 

The following suggestions are offered regarding the course of 
study for the High School: 

1. Such arrangements of the studies as will make the courses, 
rather than subjects, elective. Each course to require the pupil to 
pursue four studies at a time. The present plan requires four sub- 
jects of each, but all elective subjects are additional. The injustice 
of this may be seen in the final grading for graduation, the average 
of some pupils being made on four studies, some on five, and some 
even on six. Manifestly the pupil carrying five or six studies is at 
a disadvantage as compared with the one taking but four. A divis- 
ion of the work into two or more courses — an English, and a Latin 
one, for example — would permit each pupil to have the work he de- 
sires, and would put all upon equal standing. If this were done, I 
believe that more pupils would pursue the elective subjects than 
now do. The present system discounts the elective studies. 

2. As the majority of teachers hereafter appointed to positions 
in the City Schools will doubtless be graduates of the High School, 
and as the effectiveness of teaching depends so largely upon the 
special training of teachers for their work, I suggest that a special 
training course, or Normal course, be organized; that it be open only 
to graduates of the High School, or those who have had an equiva- 
lent course; that the course of study shall consist of the work now 
done in Theory and Practice in the High School, together with such 
additional work in Psychology, History of Education, and Methods 
as may be thought advisable; that the pupils pursuing this work 
shall be required to do teaching in the various grades of work 
in the City Schools, under the direction of the regular teachers of 
those grades, and that a special training teacher be employed to 
have charge of this department. The pupils pursuing this course 
might also constitute the corps of substitute teachers for all the City 
Schools. 

In concluding this brief report I desire to express my thanks 
to the teachers of the High School who have so cheerfully labored 
with me, and to yourself and the Board of Education for the cordial 
support given to the High School in its efforts to do its best work. 

Respectfully submitted, 

H. B. WORK, Principal. 



REPORT OF THE PUBLIC SCHOOLS 



REPORT OF THE PRINCIPAL OF LINCOLN HIGH 

SCHOOL. 



"W. H Anderson, Supt. City Schools. 

Dear Sir:— I have the honor to submit to you the report of 
Lincoln High School for the year 1898-1899. 

I was elected Principal of Lincoln School in October, 1898. I 
found an enrollment of 25 pupils in the High School department. 
This number was increased to 28 by January, 1899. 

At the Commencement of Lincoln High School, June 30th, 1'899, 
six pupils were graduated— being one of the largest classes ever 
graduating from our school. 

Our class in Physics made commendable progress last . year, 
considering our inadequate physical apparatus. That we have is 
sadly in need of repair. It is conceded by all that Physics cannot 
be properly taught without much laboratory practice. This we are 
deprived of, not having apparatus suitable to our needs. 

Our chemical apparatus, as reported last year, is insufficient, 
and it is to be hoped that the Board of Education will make suitable 
addition to our chemical and physical department during the pres- 
ent year. 

The change of Physics from the second to the third year, I be- 
lieve to be a st,ep in the right direction, but I doubt the wisdom of 
placing English Literature in the fourth year and American Litera- 
ture in the third. It seems to me these studies as before arranged 
were very suitably adapted to the advancement of the pupils. 

Our High School is entirely dependent for its support upon the 
lower grades. The total enrollment of the entire school last year 
was 201— an enrollment more than 100 short of what it should be. 
Every known means has been employed to get all the children of 
school age enrolled in the school, with very little success. The 
teachers of Lincoln School from the High School to the D Primary 
have bravely done their part. They have made house to house can- 
vass using persuasive arguments to induce parents to send their 
children. 

Many parents are not properly awake to the need of educating 



14 REPORT OF THE PUBLIC SCHOOLS. 

their children. It is a serious matter — a matter which not only 
concerns the interest and well-being of the children, but of the city 
and commonwealth as well. 

I wish to thank the Board of Education for their kindly interest 
in all that pertained to the welfare of our school, and the Superin- 
tendent for his hearty co-operation during the entire school year. 
Respectfully submitted, 

FLEM B. JONES, Principal. 



REPORT OF THE PUBLIC SCHOOLS. 15 



REPORT OF THE SUPERVISOR AND INSTRUCTOR 
OF MUSIC. 



To W. H. Anderson, Supt. of Schools: 

I hereby submit my second annual report of the Department of 
Music in the Wheeling Public Schools, and it affords me much 
pleasure to be able to report another year's satisfactory work. 

Much can be said about the value of music in connection with 
public, school work and a great deal has already be,en said by lead- 
ing educators. As our teachers and principals through their close 
and constant association with the work are already well informed 
with regard to its merits. I shall not enter into a lengthy discussion 
of this point. 

The refining and elevating influence of good music is almost 
universally acknowledged. The schoolroom in which singing is 
a daily exercise is pervaded with the atmosphere of true culture and 
refinement. As a means of mental discipline, no branch of study 
holds a higher rank than music. 

The concentration of mind necessary to sight reading is quite 
equal to that required to solve the most difficult problem. It is the 
most expressive of the profound depths of the heart and gives utter- 
ance to the longings of the human soul. 

There has been a marked improvement in all grades during the 
past year both in the quality and spirit of the children's singing. 
This is noticeable and is frequently a subject of remark. 

The work in the High School is well done and the singing in 
the assembly hall when the whole school is present is delightful 
and inspiring. Here four parts are well sustained, the singing of 
the boys being especially praiseworthy. 

The High School Orchestra composed of male and female pupils 
of the High School has assisted materially the chorus singing of 
that school and has given inspiration and delight to all by the excel- 
lent music rendered. 

Music writing has been a feature in all the grades. This re- 
quires concentration of mind and is an excellent mental drill. In 



16 BEPORT OF THE PUBLIC SCHOOLS. 




the selection of rote songs, I have endeavored to find those appro- 
priate to the time of year : —morning songs, gesture songs, slumber 
songs, etc., such as "Come Little Leaves," "Sweet Summer's Gone," 
"Brahm's Lullaby," "Finger Song" and many others. 

Music education is receiving more attention to-day from the 
educational men and women of our country than ever before, and 
my efforts have been to keep our schools as near the front as pos- 
sible, and I can report progress in the work. 

In closing I desire to thank the Supt. of Schools for interest 
manifested, the Board of Education for generous support, and the 
principals and teachers who have so heartily co-operated with me 
in the work. 

Very respectfully submitted, 

LUCY ROBINSON, 
Supervisor and Instructor of Music. 



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18 



REPORT OF THE PUBLIC SCHOOLS. 



ANNUAL STATEMENT 

Of the Clerk of the Board of Education of the School District of 

Wheeling: of Expenditures for the Year Ending July 31, t899. 



SCHOOL FUND. 


1-1 £3 

"3 

m 


m 

u 

o 

o a 

w <d 

CD 1-3 

'u 

pa 


ra 

'3 
ft 


to 
+J 

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bJ3 

© 
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Fuel and 

Lig-ht. 

Furniture and 
Apparatus. 


to 

o 

CO 

a 
J 

0) 

o 
to 

§ 


to 

3 

o 


High School 

Washingt'n School 

Clay School 

Union School 

Centre School 

Webster School. . . . 

Madison School 

Ritchie School 

Lincoln School 


$6,450 00 
6,860 00 
7,776 00 
6,550 00 
5,676 00 
8,128 00 
8,415 00 
9,780 00 
4,173 00 


$ 300 00 
400 00 
SOO 00 
400 00 
400 00 
500 00 
500 00 
660 00 
250 00 
120 00 


$ 487 92 
1,578 19 
733 59 
652 34 
950 97 
562 15 
676 97 
1,094 41 
498 73 


$64 80 

27 50 

204 14 

17 00 
76 27 

102 06 
79 19 
75 16 

18 93 


$ 247 16 
370 05 
627 06 
622 12 
242 67 
503 51 
577 43 
483 30 
224 58 
55 03 


$ 851 15| 

20 43) 

16 50| 

32 38| 
109 50 | 

77 05| 
389 581 

22 20 

34 64) 
1 


$8,401 03 
9,256 17 

10,157 29 
8,273 84 
7,455 41 
9,872 77 

10,638 17 

12,115 10 

5,199 88 

175 03 


Salaries of Ger- 

Salary of Music 
Teacher 

Salaries of Officers 




2,060 00 

1,000 00 
3,000 00 

830 10 

342 09 

221 30 
26 70 

149 50 

220 51 

2,101 16 

9,951 36 


2,060 00 

1,000 00 
3,000 00 


Books, Stationery 
Printing' and Ad- 




i 

1 
1 .... 








830 10 
342 09 


Census and Enu- 












221 30 














26 70 


Commencement 














149 50 


Totals 


63,80.8 00 


4,330 00 


7,235 30 


665 05 




3,952 91 


1,553 43 


220 51 

2,101 16 

91,496 05 



BUILDING FUND. 
Final payment on Maxwell property:. . 
Amount paid on Centre School Building (concrete foundation) . 

Architects' commissions, Centre School Building 

Refund Taxes 




Total $5,699 1< 

LIBRARY FUND. 

Salaries $2,240 00 

Books 1,207 56 

Rent 1,000 00 

Binding 683 88 

Papers, Magazines and Periodicals 383 15 



Insurance 

Printing and Advertising 

Refund Taxes 

Electric Light 

Illuminating Gas 

Electric Fans 

Book Stacks 

Miscellaneous 



120 00 

54 00 
16 34 

525 45 

2 30 

103 55 

55 20 
77 54 



Total 



$6,468 97 

WALTER H. HALL, Clerk of the Board of Education. 



REPORT OF THE PUBLIC SCHOOLS. 19 



HISTORY OF LINCOLN SCHOOL. 



The first public school house. for the education of the colored 
children in Wheeling was opened in 1866. The building was located 
on Twelfth street above Jacob, the teacher in charge was Mr. John 
West of Smithfield, Ohio. 

In 1872, after having taught six years, Mr. West was succeeded 
by Mr. Wm. Gaskins. Mr. Gaskins taught on Twelfth street for 
several years — until by order of the Board the school was removed 
to the old building on Chapline street, formerly occupied by the 
white children. At this time, the number of children having in- 
creased, an additional teacher was necessary, Mrs. Gaskins was 
chosen as an assistant. 

In January, 1882, Mr. Gaskins died and the school was con- 
tinued under the direction of Mrs. Gaskins until April 6th, 1882. 

On the above date Mr. J. McHenry Jones was chosen as Princi- 
pal. The growth of the school under his supervision made impera- 
tive an increase of teachers, and in the fall of 1883 Miss Carrie M. 
Harrison was added to the teaching force. During the summer of 
1884 the old building was remodeled and two extra rooms added. 

In 1885 the first class graduated at the same time and from the 
same stage as the other pupils of the City Schools. In the summer 
of 1885 an office was built and an additional teacher for the Gram- 
mar department elected. Miss. Carrie Harrison was promoted to 
this place. 

From this time, the year 1888 excepted, a class has graduated 
each year. 

It is perhaps not amiss to say that agitation consequent upon 
the colored children attending the same examinations and gradu- 
ating from the same stage as the white children, led the Board, or 
some members of it, to question the legality of the intermingling 
of the races. The question was finally referred to the State Super- 
intendent of Public Schools, who, in return, referred it to the Attor- 
ney General of the State. The Attorney General decided that it 
was illegal for white and colored children to attend the same 
school or be classified together. This led to a separate commence- 
ment for the white and colored children in 1886. 

In 1889, yet another addition was made, and a new teacher 
elected. The teaching force now numbered 6. 



20 REPORT OF THE PUBLIC SCHOOLS. 



One night in January, 1893, during a blinding snow-storm, the 
old school house that had stood for half a century, receiving chil- 
dren, first white and then black, was burned to the ground. 

From this time till April, 1894, the sessions of the school were 
held in the hall of the market house. On the above date the new 
building was ready for occupancy. The building, erected upon the 
ashes of the old one, is modern in all its appointments and is a last- 
ing monument to the untiring labor of Mr. J. McHenry Jones. In 
1895 another teacher was added. 

In the fall of 1896, at a special meeting of the Board, the High 
School department was. added, with a course identical with the 
Wheeling High School. This raised the teaching force to 8 — the 
present number. 

The German department was added in 1889 and Miss Thusnelda 
Kraeuter was appointed to the new position. 

The school was first called Lincoln, after the great Emanci- 
pator, by the teachers, to whom the designation, Colored School, 
was distasteful. Since the other schools were named, they felt that 
the school for colored children should be named also. 

The name was legally given by a resolution of the Board 
offered by Dr. John Pipes, of the Ritchie District, at the suggestion 
of the Principal of the school. 

Lincoln School has graduated 54 pupils, of these many are 
teachers and not a few are in other professions. 

NUMBER OF GRADUATES. 

1885 4 

1886 5 

1887 2 

1889 3 

1890 2 

1891 4 

1892 6 

1893 3 

1894 4 

1895 2 

1896 4 

1897 5 

1898 4 

1899 6 

Total 54 

Respectfully submitted, 

FLEM B. JONES, Principal. 




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REPORT OF THE PUBLIC SCHOOLS. 21 



EXAMINATION QUESTIONS. 



The following questions were submitted by the Superintendent 
for examinations in the several years of the High School: 
CHEMISTRY— 1899. 

1. Explain the use of symbols in chemistry. 

2. Compare O with H- How may each be obtained? 

3. Give some facts or laws relating to chemical combinations. 

4. Explain the nomenclature for Chlorides and Oxides. For 
acids. 

5. Name the different forms of C. 

6 Give the preparation of C 2 . Give reaction involved 

7. Show how plants and animals are storehouses of energy. 

8. How is a formula determined? Define Valence. 

9. Name the Chlorine group, giving properties of each member. 
10. What are the carbon compounds? Name five. 



22 REPORT OF THE PUBLIC SCHOOLS. 




GENERAL HISTORY— JUNE 11, 1899. 



1. At what period did each of the following persons live, and 
to what country did each belong? Napoleon Bonaparte, Charle- 
magne, Alfred the Great, Mark Antony, Plato, Attila, Francis Bacon, 
Sebastian Cabot, Cervantes, Peter the Hermit? With regard to 
each, state at least one event that has made his name famous. 

2. Give two points in which the government of Athens dif- 
fered from the government of Persia; two points in which the 
political systems of Athens differed from that of Sparta. 

Who was the great epic poet of Greece? What is he supposed 
to have written? State the subject of each poem. 

Name a great dramatist, a great historian, and a great philoso- 
pher of ancient Greece. Give the name of something which each 
wrote. 

3. What signal service did each of the following render to 
Greece: Miltiades, Themistocles, Pericles, Xenophon, Alexander 
the Great? 

4. What important service did each of the following render to 
Rome: Cincinnatus, Fabius, Scipio, Africanus, Tiberius Gracchus, 
Cneius Pompey? 

5. Sketch briefly some of the events of the French revolution, 
and show how it effected the history of the world. 

6. What results were secured by the battles of Marathon, of 
Philippi, of Hastings, of Waterloo? 

7. What important service did each of the following render to 
America: Roger Williams, General Wolfe, Patrick Henry, 
Nathaniel Greene, Alexander Hamilton, Thomas Jefferson, Ulysses 
S. Grant? 



REPORT OF THE PUBLIC SCHOOLS. 23 



THEORY AND PRACTICE— FEBRUARY, 1899. 



1. Discuss the spirit of the teacher. 

2. Give the author's order of study. 

3. What should characterize the language of the teacher? 

4. What does the author say as to self-improvement on the 
part of the teacher. 

5. What is the aim of education? 

6. Discuss "Waking up Mind." 

7. Illustrate the statement: "The teacher should use plain 
language." 

8. Discuss School Government. 

9. Discuss the first day of school. 
10. Name five rewards of the teacher. 

SCHOOL MANAGEMENT— JUNE 5th, 1899. 

1. What is the true test of a teaching exercise? What can 
you say of aimless teaching? 

2. Give some of the elements of governing power; will power; 
easy control. 

3. What is the effect of neat and well kept school buildings 
and grounds? Of proper ventilation? 

4. Prepare a three-grade program. 

5. Prepare an outline of School Government. 

6. What is an Immoral Action? How is the will connected 
with it? 

6. Name the seven school virtues. 

8. Discuss school incentives. 

9. What relation does the teacher sustain to the pupils? 
10. Give an outline of Moral Training. 



24 REPORT OF THE PUBLIC SCHOOLS. 



GRAMMAR— DECEMBER, 1898. 



1. Define the following giving an example of each: (a) simple 
sentence; (b) complex sentence; (c) compound sentence. 

2. Fill the blanks in the following with relative pronouns: 

do men say that I am? I met a man they said was a 

magician. The tree leaves had fallen off. 

3. Write sentences containing (a) an infinitive phrase, i; (b) a 
verb in the potential mode, past tense; (c) a relative clause; (d) a 
substantive clause; (e) a noun used as an attribute. 

4. Illustrate by examples the use of the subjunctive mode. 

5. Write a sentence whose predicate is modified by an adverb, 
a phrase and a clause. 

'6. MUCH THAT Herodotus tells us of this expedition IS 
MORE INCREDIBLE THAN THAT LONGER and far different DE- 
SCRIPTION of it WHICH Xenophon gives. 

Give part of speech and construction of words in capitals. 

7. Compare the adjectives of which LAST is the superlative. 

8. Write the plural of ANALYSIS, CARGO, CANTO, TALIS- 
MAN, ALKALI, SERAPH, SHEAF, HANDFUL, Mr. SMITH, VAL- 
LEY, MONEY, SON-IN-LAW. 

9. What modes may takes the interrogative form? 

10. Correct: "Four years' lease of power have fallen to his 
lot." State the reason. Parse FOUR. State the subject of the 
proposition. 



REPORT OF THE PUBLIC SCHOOLS. 25 



UNITED STATES HISTORY— 1899. 



1. What was the main incentive to maritime discovery during 
the fifteenth century? 

2. Describe the territorial growth of the United States. 

3. What people settled the Mississippi Valley? The valley of 
the Hudson? Georgia? Maryland? 

4. What bound the States together during the Revolution? 

5. What causes led to the French and Indian War? To the 
Revolution? 

6. What great principles were involved in the Civil War and 
settled by it? 

7. Trace the development of the idea of secession, noting the 
instances in which state rights have been publicly asserted. 

8. What was the Missouri Compromise? What led to it? 

9. Give brief accounts of the following: Boston Port Bill, 
Charter Oak, Alabama Claims, Ordinance of Eighty-seven, Dred 
Scott decision, Conquest of California, Emancipation Proclamation, 
Resumption of Specie Payments. 

10. What made the following persons prominent: Franklin? 
Hamilton? Jefferson? Lincoln? Garfield.' Dewey? 



26 REPORT OF THE PUBLIC SCHOOLS. 



GEOGRAPHY— JUNE, 1899. 



1. Draw a circle to represent the outline of a sphere and locate 
upon it: (a) the equator; (b) the tropics; (c) the polar circles; and 
(d) the poles. Mark the latitude of each. 

2. Paris, France, is a little farther north than Quebec, while 
the climate of Paris is much the milder. Explain. 

3. If the inclination of the earth's axis were thirty degrees, 
how many degrees in width would the temperate zones be? 

4. Give the location of three leading cities of the United States, 
state why they are so situated, and what industries and other char- 
acteristics result from their situation. 

5. Describe the two principal projected canal routes between 
the Atlantic and the Pacific. 

6. Name four large rivers that rise in the Alps, and the body of 
water into which each flows. 

7. Give source, general direction, and outlet of (a) the Rio 
Grande; (b) the Orinoco; (c) the Niger; (d) the Ganges; (e) the 
Danube. 

8. What is the chief manufacturing industry of Lynn? Shef- 
field? Lyons? Pittsburg? Belfast? 

9. What States and Territories produce the following articles 
in large quantities: Gold, silver, petroleum, salt, coal, and sugar? 

10. Bound and give the physical features of the largest State 
in the Union; of the smallest State in the Union. 

11. What empires and kingdoms are in Asia? 

12. Where are the cities here named: Acapulco, Melbourne, 
Valparaiso, Yeddo, Lima, Glasgow? 

NOTE. — Answer any ten of the above questions. 



REPORT OF THE PUBLIC SCHOOLS. 27 



AMERICAN LITERATURE— 1899. 



1. What can you say as to the beginning of American Litera- 
ture? 

2. What can you say as to American women as writers? Name 
five, and name a production of each. 

3. Give Capt. John Smith's romantic life and character. 

4. Tell what you know about state rights. Who made the cele- 
brated reply to Hayne? 

5. Tell of Education in First National period; Education at 
present. 

6. Who wrote Ben Hur? The Alhambra? Among my Books? 
Montcalm and Wolfe? The Chambered Nautilus? Hanging of the 
Crane? The Raven? To a Water Fowl? The Federalist? 

7. Compare the views of life as reflected in the writings of 
Franklin, Emerson and Whittier. 

8. Who wrote Death of the Flowers? Old Ironsides? Barefoot 
Boy? 

10. Give a general outline of Edgar Allen Poe's literary work 
and indicate his place in American Literature. 

10. Name five American Poets. Two Historians. Four Nov- 
elists. Name two Essayists. Name a writing of each. 



28 REPORT OF THE PUBLIC SCHOOLS. 



LATIN— JUNE, 1899. 



1. Name a noun in each of the first three declensions. Decline 
each. 

2. Conjugate the verb amo in the present, imperfect, and fu- 
ture active indicative. 

3. Translate into English: 

(a) Causam belli civili C. Marius sexies consul dedit. (b) Neque 
vero ille minus pater familias habitus est quam civis. (c) Id postero 
die Flaminimus senatui detulit. (d) Has copias traduxit in Ita- 
liamque pervenit. (e)Iterum ab eoden gradu depulsus est. 

4. Translate into Latin: 

(a) He marched to the Alps with all his troops, (b) A fierce bat- 
tle was fought at that place, (c) Rome was a large and beautiful 
city, (d) The army numbered forty thousand men. (e) He was 
born in Carthagena. 

5. Translate the following: 

Tali modo cum septem et septuaginta annos complesset atque ad ex- 
tremam senectutem Don minus dignitate quam gratia fortunaque crevisset 
(multas enim hereditates nulla alia re quam bonitate consecutusest) tan- 
taque prosperitate usus esset valetudinis, ut annis triginta medicina non 
indiguisset, nactus est morbum, quern initio et ipse et medici contempser- 
unt: nam putarunt esse tenesmon, cui remedia celeria faciliaque propone- 
bantur. In hoc cum tres menses sine ullis doloribus, praeterquam quos 
ex curatione capiebat, consumpsisset, subito tanta vis morbi in imum 
intestiuum proriipit ut extremo tempore per lumbos fistulae piiris erup" 
erint. 

6. Give the construction of "complesset" in the above. Of 
"annis," of "indiguisset," of "quos," of "tempore," of "verbis." 



REPORT OF THE PUBLIC SCHOOLS. 



29 



JUNIOR CLASS— LITERATURE— JUNE, 1899. 



1. Give titles of Shakespear's plays and an outline of some 

2. Give a brief synopsis of Paradise Lost. What else did Mil- 
ton write? Who have written criticisms of Milton? 

3. Mention five English essayists. What did each write? 

4. What did Pope write? Which of his works have you read? 
Give an outline of any of them. 

5. Name together with their authors, three standard histories, 
three epic poems, three lyric poems, and three works of fiction. 

6. By whom and about what time was the Spectator written? 

7. Who wrote the following: Robinson Crusoe, Gulliver's 
Travels, Confession of an Opium Eater, The Lay of the Last Min- 
strel, John Halifax, Jane Eyre, Deserted Village, Childe Harold, The 
Princess, The Traveler? 

8. Name the most prominent English writer of the beginning of 
the present century, and some of his works. 

9. Of the English writers of the present century, name three 
historians, three novelists, and three poets, and one work of each. 

10. Name the author of each of the following works: The Can- 
terbury Tales, Pilgrim's Progress, Gulliver's Travels, Winter's Tale, 
The Vicar of Wakefield, Decline and Fall of the Roman Empire, 
Heroes and Hero Worship, Rime of the Ancient Mariner, Lays of 
Ancient Rome, Middlemarch, Aurora Leigh, Ode on Immortality. 
Toilers of the Sea, Hypatia. 



30 REPORT OF THE PUBLIC SCHOOLS. 



RHETORIC— DECEMBER, 1898. 



1. Define Rhetoric. Give the two important divisions of it. 

2. Name the ways by which one's vocabulary is increased. 

3. Define Clearness. Give Quintilian's Rule. Name and define 
the faults opposed to clearness. 

4. Define Strength, Unity, and Harmony. 

5. Name the special properties of style. 

6. Give the attributes of the Sublime — physical and moral. 

7. Name the chief elements of the Beautiful — physical and 
moral. 

8. Distinguish between Wit and Humor. 

9. Name the varieties of style. 

10. Write a short essay on the subject, "Sorrow's Crown of 

Sorrow is Remembering Happier Things." 



REPORT OF THE PUBLIC SCHOOLS. 31 



CIVIL GOVERNMENT— MARCH 24, 1899. 



1. Distinguish clearly between a Democracy, a Republic, and 
an Aristocracy. Give an example of each. 

2. Explain in full the method of electing a U. S. Senator. 

3. Define impeachment, and state the mode of trial. 

4. Explain the number and time of the sessions of Congress. 

5. How are contested elections of the U. S. Senate and U. S. 
House of Representatives decided? Give the substance of the Con- 
stitution on this point. 

6. What is the veto? Explain in detail how a bill is passed 
over the President's veto. 

7. (a) How are representations in Congress apportioned 
among the several states? (b) How Presidential electors? (c) 
How many Presidential electors from W. Va. at this time? (d) 
What is the electoral college ? 

8. (a) When does the present Congress expire? (b) What 
will the next Congress be called? (c) How many members of the 
House of Representatives in Congress from W. Va.? 

9. What is International Law? What is the remedy in case of 
violation? 

10. Explain a Bill of Attainder. 



32 REPORT OF THE PUBLIC SCHOOLS. 



HIGH SCHOOL— JUNE 20, 1899. 
BOTANY. 



1. What are the requisite conditions for germination of a seed? 

2. Describe the osmose of root hairs. 

3. What material does a plant use for storage? For circula- 
tion? 

4. Draw the cross section of a Dicotyledonous plant, marking 
each part respectively. 

5. Name the living parts of a plant? 

6. What is Fertilization? Venation? 

7. What is meant Dy assimilation in plant life? Name the two 
forms of assimilation. State the difference between them. 

8. What are weeds? What means of defense do plants have, 
(1) against the weather, (2) against animals? 

9. What constitutes a fruit? 

10. What are Cryptogamous plants? Name the various forms 
of remoduction of these plants. 



REPORT OF THE PUBLIC SCHOOLS. 33 



GEOMETRY— 1899. 



1. Define circle, secant, tangent, chord. 

2. If the area of a polygon, one of whose sides is 15 in., is 375 
sq. in., what is the area of a similar polyogon whose homologous 
side is 18 in.? 

3. Two plots of ground, one a square and the other a circle, 
contain each 70686 sq. ft. How much longer is the perimeter of the 
square than the circumference of the circle? 

4. How is a plane determined? Demonstrate. 

5. If two straight lines are cut by three parallel planes, the 
corresponding segments are proportional. 

6. Find the dimensions of the base of a rectangular parallelo- 
piped, the area of whose entire surface is 320, volume 336, and alti- 
tude 4. 

7. Find the volume of a truncated right triangular prism, whose 
lateral edges are 11, 14, and 17, having for its base an isosceles 
triangle whose sides are 10, 13, and 13. 

8. If a point on the surface of a sphere lies at a quadrant's 
distance from each of two points in the arc of a great circle, it is the 
pole of that arc. 

9. If one spherical triangle is the polar triangle of another, 
then the second spherical triangle is the polar triangle of the first. 

10. The volume of a circular cone is equal to one-third the prod- 
uct of its base and altitude. 



34 REPORT OF THE PUBLIC SCHOOLS. 



LATIN— FIRST YEAR— 1899. 



1. What adjectives ending in lis form their superlative irregu- 
larly? 

2. Decline the following nouns: Tuba, bellum, servus, puer, 
rex, virtus, domus. 

3. Name the prepositions followed by the ablative, and those 
followed by the accusative. 

4. Translate the following words: Altus, acer, vir, iter, cite- 
rior, sine, collis, semper, timeo, pigritia. 

5. Give the part of speech of each of the words in the above 
question. 

6. Decline the adjective malus. 

7. Conjugate the active indicative of the verb moneo. 

8. Translate: Puer in prato oves pascebat, atque per iocum 
clamitabat, ut sibi auxilium ferretur, quasi lupus gregem esset 
adortus. 

9. Give the construction of ferretur, prato and esset, in the 
above. 

10. Give the principal parts of duco, dico, eo, sum, facio. 



REPORT OF THE PUBLIC SCHOOLS. 



SOPHOMORE CLASS. 
BOTANY— 1899. 



1. What chemical changes are produced by germination? 

2. How are plants classified by the number of cotyledons? 

3. What are adventitious roots? 

4. Name and define the various forms of roots. 

5. What are tissues? Name and describe the most important 
forms of tissue. 

6. State the uses of the component parts of the stem. 

7. What is vernation? How important? 

8. State some leaf disguises. 

9. Give the characteristics of Living Protoplasm. 
10. Name the parts of the flower and describe each. 



36 REPORT OP THE PUBLIC SCHOOLS. 



LESSONS IN ENGLISH— DECEMBER, 1898. 



1. Give theories as to the origin of language. 

2. What is the origin of most words in common use? of most of 
the scientific terms? What proportion of our words are of Latin 
origin? 

3. Define Figures of Speech. What is the advantage of their 
use? 

4. Name and illustrate five figures. 

5. Give cautions as to the use of figures. 

6. Define Rhetoric. 

7. Distinguish between Purity and Propriety. 

8. What is meant by "Squinting Construction?" Give an ex- 
ample. 

9. Give the uses of punctuation. 

10. Copy and punctuate the following: 

to the memory of Shakespeare 
ben Johnson was born at Westminster in 1574, he received his 
education at Westminster school and by some is said to have passed 
several months at st Johns college Cambridge he wrote numerous 
plays the first which gained him any reputation was every man in 
his humor his writings are very pedantic yet they show great force 
and a humor which is thoroughly original and full of sparkle he was 
one of the most intimate friends of Shakespeare he died in 1637 and 
was buried in Westminster abbey 

to draw no envy Shakespeare on thy name 
am i thus ample to thy book and fame 
while i confess thy writings to be such 
as neither man nor muse can praise too much 
tis true and all mens suffrage but these ways 
were not the paths i meant unto thy praise 
for silliest ignorance on these would light 
which when it sounds at best but echoes right 
or blind affection which doth neer advance 
the truth but gropes and urges all by chance 
or crafty malice might pretend this praise 
and think to ruin where it semed to raise 
but thou are proof against them and indeed 
above the ill fortune of them or the need. 



REPORT OF THE PUBLIC SCHOOLS. 37 



GEOMETRY.— BEGINNERS, 1899. 



1. Classify lines. 

2. Classify angles. 

3. Classify quadrilaterals. 

4. Define the following: Axiom, Problem, Proposition, Postu- 
late, Corallary, Scholium. 

5. From a given point without a straight line, but one perpen- 
dicular can be drawn to the line. 

6. If two lines be drawn from a point to the extremities of a 
straight line, their sum is greater than the sum of two other lines 
similarly drawn, but enveloped by them. 

7. If two parallels are cut by a secant line, the alternate an- 
gles are equal. 

8. In the same circle, or in equal circles, equal chords are 
equally distant from the centre. 

9. The angle between two chords, intersecting within the cir- 
cumference, is measured by one-half the sum of its intercepted arc, 
and the arc intercepted by its vertical angle. 

10. The angle between a secant and a tangent is measured by 
one-half the difference of the intercepted arcs. 



38 REPORT OF THE PUBLIC SCHOOLS. 



HIGH SCHOOL— JUNE 19, 1899. 
PHYSICS. 



1. Distinguish between chemical and physical properties of 
matter. 

2. A lever of the third class is 12 feet long. The weight is 150 
pounds. What power must be applied at one-fourth the distance 
from the fulcrum to lift the weight? Draw figure. 

3. How far will a body fall in 10 seconds in the latitude of New 
York? What will be its final velocity? 

.4. Define Specific Gravity. 

5,. Name three ways in which heat may be transmitted. Illus- 
trate one of these. 

6. Define sound. What determines the pitch of a sound? 
What is the speed of sound in air under standard conditions? 
Through which will sound travel most rapidly, a solid, a liquid or a 
gas? 

7. Describe the image produced by a double convex lens when 
the object is at more than twice the focal distance from the lens. 

8. What is the unit of electro motive force, of resistance, of 
strength of current? Define the unit of strength of current. 

9. What are the essential parts of a dynamo? 

10. (a) Why will water boil at a lower temperature on a 
mountain top? 

(b) Will iron float in mercury? Why, or why not? 

(c) Why does a bicycle rider lean in in turning a corner? 



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REPORT OF THE PUBLIC SCHOOLS. 39 



LESSONS IN ENGLISH— JUNE, 1899. 



1. Define figures of speech. 

2. Give an example of each of the following: Simile, meta- 
phor, allegory, and hyperbole. 

3. What constitutes a faulty figure? Give an example. 

4. Define Syntax. What is a Solecism? 

5. Treat the uses of the possessive case, giving examples. 

6. Define the following: Rhetoric, Diction, Purity, Barbarism. 
Give classes of Barbarisms. 

7. Define propriety of Diction. Give the surest way of attain- 
ing propriety. 

8. Write a short letter, being careful that the several parts 
shall be correct. 

9. Define amplification. Tell how to amplify. 
10. Write a ten line composition. 



40 REPORT OF THE PUBLIC SCHOOLS. 



FRESHMAN CLASS. 



ARITHMETIC— 1899. 

1. Define the following: Arithmetic, integer, concrete number, 
abstract number, problem, fraction, decimal fraction, interest, ratio, 
proportion, involution. 

2. Write the following number in figures: 

Sixty-two thousand four hundred fifteen dollars 25 cents 5 
mills. 

3. A farmer had 231 bushels of wheat and 273 bushels of oats, 
which he wished to put into the least number of bins containing the 
same number of bushels without mixing the two kinds. What num- 
ber of bushels must each bin hold? 

4. How many firkins of butter, each containing 56 pounds at 15 
cents a pound, must be given for 8 barrels of sugar, each containing 
195 pounds, at 4 cents a pound? 

5. A man engaging in trade lost § of the money he invested, 
after which he gained $740, and then had $3,500. How much did he 
lose? 

6. 0)345.15 -T- .075. (6) 3.6 -^ .00006. (c) 75 -~ 10000. 

7. If 4 men in i\ days, mow 6| acres of grass, by working 
8 1 /! hours a day, how many acres will 15 men mow in 3% days, by 
working nine hours a day? 

8. A canal company whose subscribed funds amount to $84000, 
requires an installment of $6300. What per cent must the stock- 
holders pay? 

9. What is the interest on $724.68 for 2 yr. 5 mo. 19 da., at 7 per 
cent? 

10. A room is 20 feet long, 16 feet wide, and 12 feet high. What 
is the distance from one of the lower corners to the opposite upper 
corner? 



REPORT OF THE PUBLIC SCHOOLS. 41 



PHYSICAL GEOGRAPHY— 1899. 



1. Define Geography. Define Mathematical, Political and Phys- 
ical Geography. 

2. Describe the illuminated portions of the earth at the sum- 
mer soltice; at the winter soltice. 

3. Name the phenomena caused by the contraction of the 
earth's crust. 

4. Name and define the different kinds of rock. 

5. Give Darwin's theory of coral islands. 

6. Describe the great low plain of Europe. 

7. Define Climate. Distinguish between Astronomical and 
Physical Climate. Show why it is hot in summer. 

8. Explain the phenomenon of the rainbow. 

9. Upon what does the distribution of animal life depend? 
Give illustration. 

10. "What is the origin of land and sea breezes? 



42 REPORT OF THE PUBLIC SCHOOLS. 



ARITHMETIC— MAY, 1899. 



i. Subtract f from f. 4 from f. 

2. Multiply r28i| by 18. 428^ by 11. 

3. Reduce the following common fraction to a decimal: ^if. 
4. Divide 14. 175 by .o6| X 2 °- 

5. A lady devotes .10 of her income to charity, .25 for educating her 
children, .55 for her living expenses, and saves the remainder, which is 
$127.50; required the lady's entire income. 

6. A book-keeper has a salary of $3500 a year; he spends 25 per cent, 
for board, 15 per cent, for clothes and books, and 12! percent, for inci- 
dentals; what can he save in a year? 

7. In a company of 87, the children are 37J per cent, of the women, 
who are 44^ per cent, of the men ; how many of each ? 

8. A ladder 26 ft. long stands close against a building; how far must 
it be drawn out at the bottom that the top may be lowered 2 feet ? 

9. What would it cost to plaster the bottom and sides of a cubical 
reservoir which contains 100 barrels (31^ ga!s.) of water at 6 cents a 
square foot ? 

10. I bought a lot 50 ft. front and 85 ft. deep, at a ground-rent of #5 40 
per ft. front; what would be the cost of the property, the ground-rent 
being 6 per cent, of it ? 



REPORT OF THE PUBLIC SCHOOLS. 



43 



ALGEBRA.— FEBRUARY, 1899. 



1. Define the following: Simultaneous equation; involution; 
evolution; radical; surd; quadradic equation, incomplete and com- 
plete; ratio; proportion. 



z 



2 ~ r +3,l / +-= :2 . 



3_r— 2j/- 



3. x — ay-\-a?z==a 3 , 

x^by+'b i z=:b i , 
x — cy-j-c 2 z=c 3 . 
4. A and B can together do a piece of work in 15 days. After 
working together for 6 days, A went away, and B finished it by him- 
self 24 days after. In what time would A alone do the whole? 



5- 



15 



a x-j-b c 



c c 

a c-\- b 



7. Two trains run without stopping over the same 36 miles of 
rail. One of them travels 15 miles an hour faster than the other, 
and accomplishes the distance in 12 minutes less. Find the speed of 
the two trains. 

8. The velocity of a falling body varies as the time during 
which it has fallen from rest. If the velocity of a falling ball at the 
end of 2 seconds is 64 feet, what will be its velocity at the end of 6 
seconds? 

9. The cost of sinking a well was $45, $1 being paid for sink- 
ing the first yard of depth, $1 50 for the second, $2 for the third, and 
so on. What was the depth of the well? 

10. There are 4 numbers in geometrical progression, and the 
first is 21 less than the fourth, and the difference of the extremes 
divided by the difference of the means is 3%. Find the numbers. 



44 REPORT OF THE PUBLIC SCHOOLS. 



ALGEBRA.— JUNE, 1899. 



1. Define the following : Factor, coefficient, exponent, reciprocal 
of a quantity, equation, factoring, monomial, polynomial, multiple, 
elimination. 

2. 4&r 3 — j6ax 2 — 64a 2 x-\- 105a » [ 7.x- 3a 

4&r 3 — J2ax 2 J 24a; 2 — 2ax — 35a 2 



~/\ax 2 — 64a 2 x 
-4ax 2J f~ 6a 2 x 



— yoa 2 x-\~io5a :i 
— joa 2 z J ^ioz ) a :i 

3. Expand the following: 

(i ) a 2 yn J r 2C 3 Xn) 2 . 

4. Factor: 9c 2 — (2a — 3b) 2 . 

5. Separate into simplest factors: 

gx 2J \-6xy — i5_y 2 . 

6. Reduce the following to fractional form: 

2 mn-\-n 2 

m-\-n . 

m- n 

7. A gentleman who had $10,000, used a portion of it in building a 
house, and put the rest out at interest for one year: \ of it at 6 per cent, 
and I of it at 5 per cent. The income from both investments was $320. 
What, was the cost of the house ? 

8. There is a fraction such that if 3 be added to the numerator its 
value will be \, and if 1 be subtracted from the denominator its value will 
be \. What is the fraction? 

9. Three boys, A, R, and C, had each a bag of nuts. Each boy gave 
to each of the others | of the number of nuts he had in his bag. They 
then counted their nuts, and A had 740, B 580, and C 380. How many 
had each at first ? 

10. A gives to B and C as much as each of them has; B gives to A 
and C as much as each of them then has; and C gives to A and B as much 
as each of them then has, after which each has $8. How much had each 
at first ? 



REPORT OF THE PUBLIC SCHOOLS. 45 



SOPHOMORE GERMAN— 1899. 



i. Decline ' Die Nadel '." "Der Leib." 

i. Decline ' 'Jene schone Frau. ' ' ' 'Der hohe Berg. ' ' 

3. Compare the adjectives "suss," "kurz" "falsch" and "viel." 
Translate "My brother is richer than I," 

4. Conjugate the Put. Perf. Ind., and the conditional Perf. of 
"werden." 

5. Give the principal parts of "lieben" "finden," "setzen," "klim- 
men," "blasen." 

6. Translate (1) "Diese Apfel wilrden schon reif sein, wenn das 
Wetter nicht so kalt gewesen wdre.'' , (2) " Wir wiirden gestern hier ge- 
wesen sein, wenn unsere Mutter nicht krank gewesen ware." (3) l, J£s 
ist derselbe Knabe der die schon sten B lumen in unserem Garten gebrochen 
hat." , 

7. (a) Explain why "ware" is placed last in the first sentence. 

(b) Why is the expression, li \Es ist," used in the third sentence? 

(c) Rewrite the third, making "Knabe" the subject of "ist," 

8. Translate "Der Ritter von Eichenfels hatte ein schones Schloss. 
Das Schloss von Eichenfels war nahe an einem grossen Walde. Der 
Ritter wohnte in diesem schonen Schloss mit seiuet wunderschonen Frau, 
der Grdfin Adelheid von Eichenfels, und mit seinem Sohne, dent kleinen 
Grafen Heinrich von Eichenfels. 

9. Translate (1) "The author of this book will be rewarded by the 
king." (2) "The gates of the town will be opened." 

10. Translate (1) "The long streets of this old town are broad." 
(2) "This old teacher is the good friend of the poor scholars." 



46 REPORT OF THE PUBLIC SCHOOLS. 



GERMAN ADVANCED (FIRST YEAR)— 1899. 



I. Decline "Der arme Schiiler, and ein guter Mann." 

II. Decline, Der Held, die Kuh, and das Worterbuch. 

III. What is the distinction between' the strong and the weak 
classes of verbs ? Illustrate. 

IV. What are the auxiliary verbs of mood ? What are the auxiliary 
verbs of tense ? 

V. Conjugate the Perf. Ind. and Fut. Subjnnctive of sprechen. 

VI. Translate : Fast zwei Jahr nachher sass Reinhardt vor seiner 
Lampc zwischen Buechern und Papieren in Erwartung eines Freundes, 
mit welchen er gemeinschaftliche Studieu iibte Man kam die Treppe 
herauf. "Herein !" — Es war die Wirtin. "Ein Brief fur Sie, Herr 
Werner!" Dann entfernte sie sich wieder. 

VII. What is the difference between "Sie" and "sie?" When 
should we use "Sie" and when "ihr?" 

VIII. Write a brief sketeh of the story of the Immeensee. 

IX. Translate: "Reinhardt," she cried, "we have a holiday! 
There is no school the whole day, and none to-morrow." 

Reinhardt placed the slate, which he already had under his arm, 
quickly behind the house door, and then both children ran through the 
house into the garden, and through the garden-gate out upon the 
meadow. 

X. Translate : "It was twenty minutes past three o'clock in the 
afternoon of Friday, the 17th day of June, 1899." 



REPORT OF THE PUBLIC SCHOOLS. 47 



BEGINNING GERMAN— 1899. 



I. Decline, das Feuer "der Held" die Frau (Singular and plural.) 

II. Translate : Einst kam der Kaiser mit seinen Rittern an ein 
Kloster. An der Thiire des Klosters lass er die Worte ; wir sind nur 
zwei Heller armer, als der Kaiser und leben ohne Sorgen. 

Der Kaiser lebte riicht ohne Sorgen, und er dachte: Sie sollen auch 
nicht ohne Sorgen leben. Ich will sie sehen und werde ihnen Sorgen 
bereiten, dass sie ihrer immer gedenken sollen. 

III. Conjugate the Pres. and Imp. of werden. 

IV. Decline in full the personal pronoun of the first person. 

V. Translate: (i) The boy will become a merchant. (2) The 
Germans respect the princess of the country. (3) In the breast are the 
heart and the lungs. 



48 REPORT OF THE PUBLIC SCHOOLS. 



Commencement exercises were held in the Opera House on the evenings of 
June 22, and June 23, 1899. 



-o~'Z-t-<t- fe^t-e-<£-&-w-z>&- -z-d- ■i-&~?^'&<-e'd'4--e- 






&£^^"£^«-z-z- -^i--i-^'^zt^!.'t-&^ ■cz-'^-eZ' aa. z^a--e--^z^-- 



-z^-z-tt-e-, 






&1U&-ZWWZ 



REPORT OF THE PUBLIC SCHOOLS. 49 



GRADUATES. 



Motto : Vestigia. Bulla IRetrorsum. 

•Ella Mae Bowers Let Us Now Go Forward 

Ella Mae Brown Silent Influences 

* Jeannette McKelvey Burt Old Decay Fosters New Creation 

Catharine Elizabeth Doddridge Our Great Naval School 

•Margaret Mae Dudley Influence of Literature Upon the Masses 

Grace Elizabeth Fendt Difficulties We Are to Surmount 

Margaret Josephine Friery Neglected Opportunities 

Mary Antoinette Graham What Shall We Do With the Philippines 

Katharine Wilder HAnnan America's Prosperity 

Ella Curtis Haynes Where There Is a Will There Is a Way 

•Isabella Harwood Jepson Vestigia Nulla Retrorsum 

Olga Elfrida Mayer Environment 

Bertha Williams McCoy Arma Virumque Cano 

Adaline Charlotte Miller The Heroism of Scholarship 

•Maude Murrin Man's Progress 

Etta Mae Peddicord Success Crowns Effort 

Clementine Picket The Legend of Innisfallen 

Ruth Curiis Rice The Day Breaks 

•Grace Barbara Schwabm Life's True Ideal 

•Stella Sonderman Riches of Leisure 

Alma Speil Friends 

Flossie Stobbs At the Threshold of the New Age 

Mary Agnes IFayman Our Barques Are Drifting Whither '! 

Annie Marie Weitzel Beyond the Alps Lies Italy 

•Lillian Minerva Wincher What Is Worth While? 

Alfred Tippett Graham Economy of Time 

Walker Gwynn The Heritage of the Twentieth Century 

Harry Merle Miller America's Progress 

George Carroll Rhoades The Claims of Our Times 

John Forrest Springer Rewards of Industry 

•Honor Pupils. 



REPORT OF THE PUBLIC SCHOOLS. 



WHEELING HIGH SCHOOL, CLASS SONG, 

CLASS OF 1899. 

(Tune — Jam mo.) 

I. 

Our high, school work for two long years together 

We have pursued, we have pursued. 
The course laid down, in bright and stormy weather 

Has been reviewed, has been reviewed. 
One cheerful cry throughout the school is ringing — 

"Commencement day, Commencement day!" 
Which stirs our happy hearts to joyful singing; 

Come haste away, come haste away. 

REFRAIN. 
Vestig-i-a nulla retrorsum, vestig-i-a nulla retrorsum! 
Vestigium, vestigia, vestigium, vestigia, 
Let us not retrace. Vestigia, vestigia! 
Footsteps, footsteps let us not retrace. 
Footsteps, footsteps let us not retrace. 
Vestigium, vestigia, vestigium, vestigia, 
Let us not retrace. Vestigia, vestigia! 

II. 
Our high school days are past and gone forever, 

Our books laid by, our books laid by, 
And we must face life's duties as we sever, 

Without one sigh, without one sigh. 
One saddest word from out our hearts is springing, 

We part to-day, we part to-day! 
Which fills us with emotion while we're singing 

Our parting lay, our parting lay. 
REFRAIN. 

III. 
But though we part we must oft give some thought to 

Old ninety-nine, old ninety-nine, 
The trials and struggles that we have been brought through 

In ninety-nine, in ninety-nine. 
No matter where in life the future find us 

As years do pass, as years do pass. 
We must not all the mem'ries leave behind us 

Of our dear class, of our dear class. 
REFRAIN. 

—ISABELLA HARWOOD JEPSON. 



REPORT OP THE PUBLIC SCHOOLS. 51 



PROGRAM. 



MUSIC Orchestra 

INVOCATION Rev. C. B. Graham 

MUSIC Orchestra 

SALUTATORY ORATION — Vestigia Nulla Retrorsum Isabella Jepson 

RICHES OF LEISURE Stella Sonderman 

CHORUS— "All Hail the Victor" 

Arranged from Auber'a Masaniello by Jno. W. Tufts 

Class. 

LIFE'S TRUE IDEAL Grace B. Schwarm 

MAN'S PROGRESS Maude Murrin 

WHAT IS WORTH WHILE? Minnie Wincher 

MUSIC Orchestra 

THE LEGEND OF INNISFALLEN Clementine Picket 

ARMA VIRUMQUE CANO Bertha McCoy 

INFLUENCE OF LITERATURE UPON THE MASSES Margaret Dudley 

GIRLS' CHORUS — "The Owl and the Pussy Cat" Ingraham 

FRIENDS Alma Speil 

VALEDICTORY ESSAY — "Let Us Now Go Forward Ella Bowers 

MUSIC Orchestra 

ADDRESS TO THE CLASS Rev. N. S. Thomas 

PRESENTATION OF DIPLOMAS 

By Frank W. Bowers, President of the Board of Education 

CLASS SONG — Music arranged from "Jammo ;" words by 

Isabella Harwood Jepson 
BENEDICTION Rev. Samuel Schwarm 



52 REPORT OF THE PUBLIC SCHOOLS. 



INVITATION. 






^^?-€^CS-'&-^-Z- C-^-V-*^-^- C / -Ott-O-tZ- 



y ■ Jy ' / J 



«-«--^*#*z 



REPORT OP THE PUBLIC SCHOOLS. 53 



GRADUATES. 



flbotto : "11 f we rest, we rust" 



Lillian Berry. 
Lulu Gardner. 

VlRGIE HEYMAN. 

Lucy Hilton. 
Ernest Berry. 
Laura Brown. 

W. H. ANDERSON, Superintendent. FLEW1 B. JONES, Principal. 

BEATRICE A. COX, High School. LUCY ROBINSON, Musical Director. 



54 REPORT OF THE PUBLIC SCHOOLS. 



PROGRAM. 



MUSIC 

INVOCATION 

CHORUS — Now the Music Soundeth Hosmer 

ORATION — Rome was not Built in a Day Lucy Hilton 

ORATION — Earth's Battle Fields Lillian Berry 

MUSIC 

ORATION — Search for the North Pole Virgil Heyman 

SOLO — L'Ardita Luigi Arditi 

Lulu Gardner. 

ORATION — Expansion — No Lauba Brown 

ORATION — Expansion — Yes Ernest Berry 

MUSIC 

ADDRESS J. McHenri- Jones, President W. Va. Institute 

MUSIC 

PRESENTATION OF DIPLOMAS Pres't Board of Education 

CHORUS — "Zion Awake" Grand Canon Sir Michael Costa 

BENEDICTION 

MUSIC , 



m 



7S 
W 
O 

z 

W 

o 

o 
o 
r 



O 



> 

3 
3 

x 




REPORT OF THE PUBLIC SCHOOLS. 55 



LIMITS OF SUB-DISTRICTS FOR SCHOOL 
PURPOSES. 



The sub-districts into which the City is divided by the County 
Commissioners for municipal purposes are not, in all cases, the 
same as the school districts as used for school purposes as found by 
the City Board of Education. The latter at this time are as follows: 

Washington sub-district extends from limits of City to Tenth 
street. 

Madison sub-district extends over the Island. 

Clay sub-district extends from Tenth street to Fourteenth, 
along Market, Fiftenth, and east on Fifteenth to City limits. 

Union sub-district extends from Clay to Wheeling Creek. 

Centre sub-district extends from Wheeling Creek to Twenty- 
fourth street. 

Webster sub-district extends from Twenty-fourth street to 
Thirty-fifth street. 

Ritchie sub-district extends from Thirty-fifth to Forty-eighth 
street, being the southern limit of the City. 

Lincoln School for all colored pupils in the City. 



56 REPORT OF THE PUBLIC SCHOOLS. 



NAMES AND LOCATIONS OF SCHOOL 
BUILDINGS. 



High School. Building cor. Chapline and Twenty-first streets. 

Washington School, S. W. cor. Fifth and Main streets. 

Madison School, S. side of Maryland from N. Broadway to N. 
York. 

Clay School, S. E. cor. Twelfth and Eoff streets. 

Clay School Annex, S. E. cor. Fourteenth and McColloch streets. 

Union School, S. W. cor. Seventeenth and Jacob streets. 

Centre School, 2228 Chapline street. 

Webster School, E. side Eoff from Twenty-sixth to Twenty- 
seventh streets. 

Ritchie School, S. E. cor. Thirty-seventh and Woods streets. 

Ritchie School Annex, N. E. cor. Forty-fourth and Eoff streets. 

Lincoln School, N. E. cor. Tenth and Chapline streets. 



REPORT OF THE PUBLIC SCHOOLS. 



57 



TEACHERS OF WHEELING PUBLIC SCHOOLS, 



School Year Commencing September, 1898. 



WHEELING HIGH SCHOOL. 



H. B. Work, Principal. 
Emma J. Stephens. 
Louise J. Meyer. 
W. D. Turner. 
J. C. Lewis. 



Etta M. Roberts. 
Lizzie G. Woods. 
Anna B. Irwin. 
Rida L. Dean. 



WASHINGTON SCHOOL. 



Charles S. Brilles, Principal. 
Laura A. Frew. 
Ella C. Veith. 
Mabel Haines. 
Carrie Kindelberger. 
Mollie B. Kuhn. 
Ada B. Greer. 
Mary E. Hart. 



Mary W. Hall. 
Mollie H. Francis. 
Kate B. Roberts. 
Minnie White. 
Belle M. Fox. 
Mary J. Arbuthnot. 
Mary G. Turner. 



MADISON SCHOOL. 



J. C. Gwynn, Principal. 
Annie E. Reeves. 
Virginia Norton. 
Kate Hall. 
Jennie M. Hervey. 
Martha M. Burt. 
Kate A. Wincher. 
Annie Ewing. 
Virginia H. Hervey. 



Hannah Whally. 
Estella Hull. 
H. W. Pace. 
Estella Underwood. 
Mary A. Faris. 
Mollie Pogue. 
Lizzie Tappan. 
Belle McGranahan. 
Matilda Lynn. 



58 



REPORT OF THE PUBLIC SCHOOLS. 



CLAY SCHOOL. 



Elizabeth Clohan, 

Principal until May 1, '99. 
Loretta L. Lafferty, 

Principal after May 1, '99. 
Carrie C. Zane. 
Amelia Reich. 
Jessie L. Dean. 



Mary A. Bailie. 
Jennie W. Craddock. 
E. M. McKennan. 
Mary C. Miller. 
Bessie G. Kyle. 
Lizzie M. Swift. 
Ethelyn Sage. 



Minnie M. Magee. 
Bertha Wilson. 
Luella Wallace. 



ANNEX. 



Nellie F. Simpson. 
Fannie P. Brady. 



UNION SCHOOL. 



J. M. Hammond, Principal. 
Anna B. Crowther. 
Georgia B. Pender. 
Lizzie M. Downs. 
Marie Ellingham. 
Mattie V. Shields. 
Ida M. Deiters. 



Lida M. Ramp. 
Ella Robinson. 
Sara J. Thoburn. 
Nell C. Stelle. 
Amy Chapline. 
Lizzie D. Carmack. 
Grace English. 



CENTRE SCHOOL. 



E. E. Bingell, Principal. 
Bessie M. Higgins. 
Annie Moran. 
Mary E. Hare. 
Minnie Lohse. 
Lizzie M. Dunbar. 



Matilda D. Wilkinson. 
Anna C. Carnahan. 
Mina W. Comerford. 
Julia D. Wilson. 
Augusta R. Handlan. 
Annie E. Myer. 



WEBSTER SCHOOL. 



Mary Reppetto, Principal. 

Retta Wolvington. 

Ida Richards. 

Mary Hughes. 

Emma Bowlin. 

Anna Smith. 

Gail H. Holliday. 

Kate A. Ebeling. 

Anna Kennedy. 



Agnes Carpenter. 
Julia Clarke. 
Lizzie Hamilton. 
Ella McKinley. 
Lola Irwin. 
Sophia Ervin. 
Laura Shields. 
Estella McNash. 
Bessie Evans. 



REPORT OF THE PUBLIC SCHOOLS. 



59 



RITCHIE SCHOOL. 



F. H. Crago, Principal. 
Sarah A. Scott. 
Emma Klein. 
Louisa Zimmer. 
Margaret C. Howard. 
Adah E. Lewis. 
Emma Steinbicker. 



Anna Baum. 
Virginia Kurner. 
Sophie Hoffimeister. 
Almina L. Gould. 
Kate M. Campbell. 
Alma Mater Vv^ilson. 



Elizabeth Bickerton. 
Jennie McGowan. 
Belle J. Devine. 
Caddie Watt. 



ANNEX. 



Josephine Maurer. 
M. Belle Kain. 
Bertha Zimmer. 
Annie Honecker. 



LINCOLN SCHOOL. 



Flem B. Jones, Principal. 
Mary L. McMechen. 
Ella S. Jones. 
Fannie B. Lee. 



Ada V. Lewis. 
Oriska Mae Beasley. 
Eliza M. Glasgow. 
Beatrice A. Cox. 



GERMAN DEPARTMENT. 



Minnie K. Neuhard. 
Lina Riegel. 
Anna Looser. 



Thusnelda C. Kraeuter. 
F. A. Bertschy. 



Lucy Robinson, Supervisor and Instructor of Music. 



60 REPORT OF THE PUBLIC SCHOOLS. 



SUGGESTIONS TO TEACHERS ON WORK. 



"As is the Teacher, So is the School." 

1. Use the Course of Study as a guide to your work. Do not 
suppose that it contains all that should be taught by you to your 
pupils, but be sure that you teach all that is suggested therein. 

2. Use your text-books as aids and guides in teaching all sub- 
jects required of you. Possess a complete knowledge of each day's 
lesson, so that you may teach without referring to the text during 
class recitation. 

3. Secure and keep the attention of your pupils by being care- 
ful, accurate, earnest and enthusiastic in all your teaching. A good 
disciplinarian maintains perfect order, secures prompt obedience 
and makes his will felt through all the school without apparent ef- 
fort. There is much power in careful forethought and quiet self- 
control. 

4. Train your pupils to be neat and cleanly. Teach them that 
it is their duty to take proper care of books, desks, etc., whether 
these articles belong to them or to others. Before reproving a child 
for want of neatness in his work at the blackboard, or at his desk, 
first see that your own is a model of neatness and in good order. 

5. Teach kindness by being kind; politeness by being polite to 
your pupils. Remember that kindness will win what force cannot 
secure. The affection of the pupil is the most powerful aid a teacher 
can secure in obtaining and maintaining good discipline. Love is 
more powerful than fear. 

6. Praise moral as well as intellectual success. Do not praise 
mere amiability, but honest effort. Be always ready to praise any 
amends in conduct. 

7. Always avoid harsh words. Treat children courteously — it 
is cowardly to speak in a tone to a child you would not use with an 
adult. Always use such tones as will call for respectful ones from 
pupils. 

8. Teachers should never discuss matters of discipline or other 
school business in the presence of their pupils. Remember that you 
only — not your pupils — are held responsible for the settlement of all 
questions relating to discipline, and to the management of your 



REPORT OP THE PUBLIC SCHOOLS. 61 

school. Never speak of the dullness, or of the poverty of a child, in 
his presence, or in the presence of other pupils. 

9. Do not be afraid to smile occasionally. Cheerfulness will 
help you to make your school room a pleasant place for the pupils. 
It is not necessary that cheerful and happy disposition should make 
a teacher less earnest and enthusiastic in his work. Remember that 
an incompetent teacher has recourse to severity because he is 
ignorant of those gentler and more efficacious means by which the 
ends of discipline may be more successfully attained. 

10. Do not give undue time to the teaching of a favorite study, 
but bear in mind that each subject taught should have its due pro- 
portion, and that each class is also entitled to its exact number of 
minutes assigned on the programme. Remember at all times that 
you cannot expect your pupils to be prompt in attendance upon 
school or accurate and rapid in their work unless you are prompt 
and exact in the performance of all your duties. 

11. Do not sacrifice thoroughness of instruction in order that 
you may make a more rapid (?) advancement in the subject taught. 
Do not expect to accomplish the work of a term in a month's time. 
Teachers should consider the quality of work performed of greater 
importance than merely the amount passed over during a term. 
Sometimes the poorest instructor gets over the greatest number of 
pages. 

12. Do not satisfy yourself by trying to shift the faults of your 
class upon other teachers. Start at once upon the work of bringing 
them up to your own standard of what they should be, for each 
teacher will be held responsible for the proficiency of his pupils at 
the termination of the year's work. A teacher should have a defi- 
nite way to do everything; he should always have something defi- 
nite for his pupils to do. 

13. Remember that your pupils will be greatly benefited by a 
thorough examination of all lessons, and by a thoughtful arrange- 
ment of all plans necessary for the following day's work. This 
previous preparation is necessary even if you have had experience 
in teaching pupils of corresponding grades. But to those who have 
had no experience, or at least, but little in teaching, much outside 
labor will be required of you to properly prepare yourselves for 
successful work in the school room. 

14. Do not fail to apologize to a pupil for any injustice you 
may have done him. Be willing always to do what is right, then 
you can consistently demand and require the same from your pupils. 
They will soon recognize the strength of character possessed by one 
who is willing at all times to acknowledge a wrong committed. 

15. Teachers who are anxious to attain the highest possible 



62 REPORT OF THE PUBLIC SCHOOLS. 

success in their professional work must see to it in the oversight 
of their school that they do not neglect even the smallest details, 
for upon these often depend the successful management of a school. 
16. Remember the teacher who enters the school room from no 
higher motive than self-support, and who can feel no enthusiasm 
for its labors, may well take these words to heart: "Success that 
is only tolerable is next to intolerable." Bear in mind that not even 
the drudgery of the profession can be properly performed by un- 
willing hands, while its higher demands can only be met in the 
spirit of devoted self-sacrifice. 



REPORT OF THE PUBLIC SCHOOLS. 63 



SUMMARY AND COURSE OF STUDY FOR 
PRIMARY AND GRAMMAR SCHOOLS. 



FIRST YEAR, (Division D.) 

Reading Charts, First Reader, Number Work, Object Lessons, 
Spelling, Writing, on slate and blackboard; Music, Drawing. 

SECOND YEAR, (Division D.) 

First Reader and Second Reader, Arithmetic, Oral Geography, 
Drawing, Spelling, Object Lessons and Language, Writing, slate and 
tablet; Music. 

THIRD YEAR, (Division C) 

Second Reader, Arithmetic, Oral Geography and Languages, 
Drawing, General Exercises, Spelling, Writing, pencil and pen; 
Music. 

FOURTH YEAR, (Division C.) 

Third Reader, Spelling, use book; Arithmetic, Object Lessons 
and Language, Oral Geography and Language, Drawing, Writing, 
copy-book; Music. 

FIFTH YEAR, (Division B.) 

Fourth Reader, Arithmetic, text-book; Language and Composi- 
tion, text-book; Geography, Butler's Elementary; Drawing, Writing, 
Object Lessons, General Exercises, Music, Dubb's Mental Arithmetic. 

SIXTH YEAR, (Division A.) 

Fifth Reader, Arithmetic, Written and Mental; Language and 
Composition, Geography, Elementary completed; Butler's complete 
after January 1st; Drawing, Music and Writing. 



64 REPORT OF THE PUBLIC SCHOOLS. 



SEVENTH YEAR, (Grammar School.) 

Sixth Reader, Arithmetic, Written and Mental; White's Elemen- 
tary completed; Geography, Butler's Complete; History, Barnes' U. 
S. begun; Grammar, Harvey's primary; Drawing, Music and Writing. 

EIGHTH YEAR, (Grammar School.) 

Geography completed, U. S. History completed, Grammar, Har- 
vey's; Arithmetic, Written and Mental; Physiology, Book-keeping, 
instead of Writing; Music, Reading. 

Supplementary Reading, Recitations, Declamations and Essays, 
suitable to grade throughout the course. 




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REPORT OF THE PUBLIC SCHOOLS. 65 



COURSE OF STUDY— WHEELING PUBLIC 
SCHOOLS. 



SUGGESTIONS TO TEACHERS. 



FIRST YEAR (Division D ) 

READING AND SPELLING. 

Charts and First Reader. Let the order be: the idea, the spoken 
word, the printed word. The pupils to read by the WORD 
METHOD from charts and blackboard; alphabet studied and sounds 
of letters acquired. Pupils to spell the words contained in their 
reading lessons; to number their lessons by Roman and the pages 
of their books by the Arabic notation. Teach the article as though 
it formed a part of the word, as, "a man," "the cat," etc. Also in 
phrases, as, "in the box," "on the house." Derive the elements by 
phonic analysis, and combine them into new words. Make new 
words by changing the first and the last letters. Use diacritical 
marks. 

ARITHMETIC. 

Pupils to be taught to count, using objects at first; to build up 
numbers by successively adding 1, 2, 3, etc. Pupils to read and 
write numbers as far as 100. Numbers from 1 to 20 are to be studied 
analytically and synthetically; for example, when 8 is reached, the 
pupil is to discover how many 4's there are in 8, how many 2's in 8, 
together with the additions in which 8 figures as the sum, and the 
various substractions in which it is made the minuend. Familiar 
examples should be employed in order to arouse the interest and to 
stimulate the imagination. 

WRITING. 

Slate exercises on some of the simple elements and letters, 
from copies made on the blackboard by the teachen , Copy from 
chart, reader and elsewhere, as advance is made in the art. Do not 
teach pupils to print. 



66 REPORT OF THE PUBLIC SCHOOLS. 



OBJECT LESSON AND LANGUAGE.— One Each Week. 

Object lessons. Conversation about children's playthings; dolls, 
balls, pictures, blocks, animals, etc., the different objects in the 
school room; what we can hear, see, taste, smell, feel, etc., neatness 
of person, order, cheerfulness. Duties of child to parent, etc. Col- 
ors. Time of the clock, days of the week, months of the year, and 
the seasons. Teachers' guide, "Things Taught." 

Language. Pupils to be taught to express in sentences what 
they know of objects and of their reading lessons. Mispronuncia- 
tion of words and errors in syntax to be carefully corrected by the 
teacher. Individual instruction to be practiced as far as possible. 
Gems of literature suitable to this grade to be learned and recited. 

SPELLING. 

The work in spelling at first should be principally copying spell- 
ing. Guessing spelling should not be allowed. Drill with reference 
to past lessons, and for next lesson. 

MUSIC. 

Chart series A. Half the time to be given to rote songs. All 
under the direction of the Supervisor and Teacher of Music. 

DRAWING. 

The work is laid out in Prang's Use of Models, six chapters cov- 
ering the work of each half year. These chapters are divided into 
three lessons, each covering five days' work if properly impressed 
and supplemented by the teacher. 

MODELS. — Geometric Solids: Sphere, Cube, Cylinder, Hemi- 
sphere, Square, Prism, Right Angled Triangular Prism. Objects: 
Based on Geometric Solids. Tablets: Circle, Semi-Circle, Square, 
Oblong, Right Angled Triangle. Natural Forms : Vegetables, Leaves, 
etc. 

Work. — Moulding in clay, paper folding, stick laying, drill in po- 
sition, pencil holding, drawing lines. 

Order of Work. — 1st. Construction — Moulding solids and ob- 
jects based on solids. 

2d. Representation — Of solids in general outline. Outline of 
different views by stick laying, paper folding and drawing. 

3d. Decoration — Arrangement of solids, tablets, sticks in pleas- 
ing combinations. 



REPORT OF THE PUBLIC SCHOOLS. 67 



REMARKS. 

This is the grade for oral and blackboard instructions, and the 
teacher is expected to use the blackboard, and such charts' for teach- 
ing object lessons as are suggested by the Board. 

SECOND YEAR (Division D.) 

READING AND SPELLING. 

First and Second Readers. Continue the work of the first year. 
See that pupils understand what they read. Secure easy and 
natural tones of voice as well as correct expression. Have pupils 
give, in their own language, the main features of the lesson. Pupils 
to spell the words contained in their reading lessons; to number 
their lessons by Roman and the pages of their books by the Arabic 
notation. 

ARITHMETIC. 
Drill as the first year. Add at sight, or instantly, any combina- 
tion amounting to 20 or less. Add, at sight, any two numbers, the 
greater not to exceed 50 and the less not to exceed 9. Count to 99 
by naming the odd numbers, as 1, 3, 5, etc. To count by adding 
other numbers, as 3's, 4's, 5's, 6's, etc. To find the difference be- 
tween any two numbers, the minuend being less than 21, and the 
subtrahend less than 11. Separate multiples, not greater than 36, 
into equal parts. Fractional Parts of Numbers: 1-2, 1-3, 1-4, 1-5, 1-R. 
the number in each case to be a multiple of the denominator and 
not greater than 24. Teach halves, quarters and tenths of a dollar. 
Give practice in making change. Teach writing of dollars and 
cents. Practice adding and substracting fractional parts of num- 
bers, as 1-2 of 10 -|- 1-3 of 9; 1-4 of 12 -|- 1-5 of 15; 1-4 of 12 -|~ 1-6 of 
18. Review units of volume, of time, of length, as called for in pre- 
vious term's work, using objects to illustrate. Give lessons on inch, 
foot, yard, gill, pint, quart, gallon, etc. Pupils may write and mem- 
orize the following tables, viz.: 

10 cents make 1 dime. 7 days make 1 week. 

10 dimes " 1 dollar. 4 weeks " 1 month. 

10 dollars " 1 eagle. 12 months " 1 year. 

Drill on practical problems which involve operations and num- 
bers previously taught. Roman system of indicating numbers con- 
tinued as required by reading lessons. Slate and blackboard: 
Write and read numbers of two periods. Add two or more numbers, 
their sum not to exceed 10,000, the sum of no column shall exceed 
50. Fnd the difference between two numbers, the minuend not 
being greater than 10,000. In combining numbers use a multiplicand 
less than 10,000 and a multiplier not greater than 4. Stimulate the 
pride of the class for neat and accurate work. Encourage each 



68 REPORT OF THE PUBLIC SCHOOLS. 

pupil to feel that "guess work" is disgraceful when the means of 
gaining knowledge are within the reach of all. 

WRITING. 

Continue the work of the first year. Teach correct position, 
pen-holding, spacing, slant, fitting of letters to space. Short pencils 
or pen-holders should not be used. Have all papers neat and clean. 

OBJECT LESSON AND LANGUAGE.— Once Each Week. 

Object lessons. Conversation about children's playthings; 
dolls, balls, pictures, blocks, animals, etc., the different objects in 
the school room; what we can hear, see, taste, feel, etc., neatness of 
person, order, cheerfulness. Duties of child to parents, etc. Colors. 
Time of clock, days of the week, months of the year, and the sea- 
sons. Teachers' guide, "Things Taught." 

Language. Pupils to be taught to express in sentences what 
they know of objects and of their reading lessons. Mispronuncia- 
tion of words and errors in syntax to be carefully corrected by the 
teacher. Individual instruction to be practiced as far as possible. 
Gems of literature suitable to this grade to be learned and recited. 
Continue work of previous year. Teach the use of "a" and "an"; 
"Mrs." and "Miss"; "these," "those" and "them"; the use of such 
words as "has," "have," "was," "were," '"do," "did," "done," etc. 
Take pains to correct all forms of speech which are wrong. 

SPELLING. 

All new words in Reader should be copied. Spell by sound and 
by letter. Copy easy sentences. All written work to be done 
neatly. 

GEOGRAPHY. 
Oral: City, County and State. So far as these instructions go, 
try to give pupils correct ideas of distances, points of the compass, 
etc. 

MUSIC. 
Chart series B and first half of Primer. Rote songs continued. 

DRAWING. 

Pupils draw on slate and blackboard. Teachers on blackboard. 
1st. Horizontal, vertical, oblique and parallel lines. 2d. Angles 
and triangles. Continue the work of previous year, according to 
the Prang system. Aim to secure lightness of touch, correct pencil 
holding, neatness, observation, etc. 

MORALS AND MANNERS. 

In connection with language work, and with reading lessons, 
teach such things as: Reverence for God, love of home and 



REPORT OF THE PUBLIC SCHOOLS. 69 

country, respect for the rights of others, kindness to the aged and 
to younger children. Teach promptness, truthfulness and cleanli- 
ness. Read appropriate stories for these lessons. 

REMARKS. 

This is the grade for oral and blackboard instruction, and the 
teacher is expected to use the blackboard, and such charts for teach- 
ing object lessons as are suggested by the Board. 

THIRD YEAR (Division C.) 

READING AND SPELLING. 

Use same plan of work as that used in second year. Let the 
aim be: recognition of words and phrases, distinct articulation, cor- 
rect pronunciation, proper interpretation of meaning, correct ex- 
pression. Deduce from lessons in reading general information and 
ethical culture. 

SPELLING. — Daily drill from Reed's Word Lessons, as well as 
words from reader. Give attention to proper names, abbreviations 
and the like. 

ARITHMETIC. 

White's Elementary Arithmetic to page 63. The teacher is to 
continue the oral work of the second year. Pupils will add at sight, 
or instantly, any two numbers, the greater not exceeding 100 and the 
smaller not greater than 10; find the difference of such numbers; 
give product of numbers to 10 times 12; find quotient, the dividend 
not to exceed 120 and the divisor 10. Find fractional parts of whole 
numbers, as in previous year. Drill on tables previously learned. 
Teach the following: 12 inches make 1 foot; 3 feet make 1 yard. 
Teach multiplication table through 9's. Drill on the table from the 
first. Give easy examples in all the fundamental rules, such as are 
suited to the advancement of the pupils. (Book in the hands of the 
teacher.) 

ORAL DRILL.— Review work of previous year. Find simple 
fractional parts of numbers: 2-3 of 12; 3-5 of 15; 2-7 of 14, etc. 
Teach fractions objectively, using objects and diagrams on black- 
board. 

WRITING. 

Continue work of second year. Teach correct position, pen- 
holding, spacing, slant, fitting of letters to spaces. Short pencils or 
pen-holders should not be used. Have all papers neat and clean. 
Have pupils careful not to spill ink, and not to make blots. 

OBJECT LESSON AND LANGUAGE.— Once Each Week. 

Review essential points of work previously given. Pupils to 



70 REPORT OF THE PUBLIC SCHOOLS. 



write from dictation. Teach the use of capital letters and marks of 
punctuation. Teach the use of such pronouns as he, him, her, they, 
etc. Have pupils describe familiar objects and pictures. Let care- 
ful, thorough work be done. Do not attempt nor expect too much. 

GEOGRAPHY. 

Oral: City, County and State. So far as these instructions go, 
try to give pupils correct ideas of distances, points of the compass, 
etc. 

MUSIC. 

Chart series C and Primer completed. Rote songs continued. 

DRAWING. 

Continue work of second year. Use Drawing Book No. 1. Fol- 
low directions of Manual. The taste and ideas of the pupils are de- 
veloped by drawing, paper cutting, paper folding and pasting. 

MORALS AND MANNERS. 

In addition to work of second year, pupils should be taught good 
behavior, at home, in school, in the presence of company. They 
should be taught to face and look at the one with whom they are 
speaking; not to interrupt others. They should be taught obedience, 
honesty, gratitude, true courage and patriotism. They should be 
taught, to take care of their clothes and to take care of the property 
of others intrusted to them, including the property of the Board of 
Education. 

FOURTH YEAR (Division C) 

READING AND SPELLING. 

Third Reader. Continue the work in the third year. See that 
pupils understand what they read. Secure easy and natural tones 
of voice as well as correct expression. Have pupils give, in their 
own language, the main features of the lesson. Pupils to spell the 
words contained in their reading lessons. 

In this grade the literary merits of lessons should be pointed 
out. Attention should be given to expression. In order to secure 
this, study carefully and drill on the following: Articulation, inflec- 
tion, accent and emphasis. Drill on sounds, as shown by diacritical 
marks. The reading lesson affords the best opportunity for ethical 
culture, and for the correlation of facts. Verbal and written ab- 
stracts of lessons should be required. 

ARITHMETIC. 

White's Elementary Arithmetic, to page 137. Spend some time 
reviewing hastily the work of the preceding year. See that pupils 



REPORT OF THE PUBLIC SCHOOLS. 71 



have a clear understanding of all subjects. Follow carefully all 
suggestions made by the author, including what is given under the 
head of "Notes." Continue the work in fractions, teaching the sub- 
jects with objects at first, and then without objects. Study care- 
fully definitions, such as sum, minuend, product, quotient, numerator 
and the like. Strive to have all principles clearly understood. 

WRITING. 

Copy Book No. 2. Use pen and ink. See that pupils follow the 
copy. See that lines do not grow shorter toward the bottom of the 
page. Drill on loop letters, as to height, width of loop and place of 
crossing. Practice paper should be used before each page is at- 
tempted. Secure a free hand. Teach the muscular movement. In- 
spect copy books daily. Demand neat, careful work and continual 
improvement. 

SPELLING. 

Reed's Word Lessons to page 42. When spelling orally the 
teacher should pronounce the word but once. When a word is mis- 
spelled by a pupil the whole class might spell it in concert. Dis- 
courage guessing. Practice on words which are frequently mis- 
spelled. Study diacritical marks and require correct pronunciations. 
Spell by sound and by letter. 

All new words in the Reader should be copied. Dictate sen- 
tences to be copied. Teach the meaning and use of words. Teach 
the spelling and the use of such homonyms as occur. All written 
work should be done neatly. 

GEOGRAPHY. 

Oral: City, County and State. So far as these instructions go, 
try to give pupils correct ideas of distances, points of the compass, 
etc. Teach the world as a whole. Oceans, lakes, rivers, bodies of 
land. Take trips (imaginary) into the country. Teach the map of 
the United States. In Geography and other lessons, language should 
be carefully taught. 

MUSIC. 

Chart series D and First Music Reader. 

DRAWING. 

Drawing Book No. 2, with accompanying practice pages. Fol- 
low the directions given in the Manual. In this year the study of 
ornamentation should be carried on. Exercises in cutting and past- 
ing. The study of the flower and leaf forms. 

In reviewing construction work, Drawing Book, page 10 (See 
Manual, page 50), the pupil should be led to make working drawings 



72 REPORT OF THE PUBLIC SCHOOLS. 

of a box of a proportion to please himself, and from these to con- 
struct a pattern which he may cut and paste. 

At the close of this term, the pupil should be familiar with the 
terms of relation, proportion, views, the names of models, objects, 
arrangements and details used in the course of his year's work. 
(See Manual, page 54.) 

MORALS AND MANNERS. 

Keep before the pupils the lessons of preceding years. Teach 
the influence of politeness and courteous demeanor. Teach self- 
control, gratitude, truthfulness and honesty. Use stories and mem- 
ory gems suitable for such lessons. 

Object Lessons and Language: — Once a week as in third year. 

FIFTH YEAR (Division B.) 

READING. 

Fourth Reader. Continue work of fourth year. In this grade 
pupils should be taught the meaning of all abbreviations which oc- 
cur; also the meaning of such as "let," "ing" and the like, (as 
leaflet, birdling, etc.) Teach the importance of accent, emphasis 
and inflection, giving illustrations of the force and effect of these. 
Require both oral and written extracts of lessons. Teach the use of 
all punctuation marks which occur. Give especial attention to the 
use of quotation marks. Have the pupils explain the use of such 
capital letters as occur. 

Let the aim be clear interpretation and expression of the lan- 
guage. Whenever reference is made to distinguished persons, to 
places, plants, animals and the like, encourage pupils to find out all 
they can about these. 

ARITHMETIC. 

White's Elementary Arithmetic, to page 183. Spend some time 
reviewing hastily the work of the preceding year, giving especial at- 
tention to the multiplication table. See that pupils have a clear 
understanding of all subjects. Continue the work in fractions, 
teaching the subjects with objects at first, and then without objects. 
After learning the principles and definitions given, and thoroughly 
completing all work required by the book, give many examples un- 
der head of "Miscellaneous Problems." 

Before taking decimals, drill pupils on writing and reading inte- 
gers. Show the class that it takes ten units of a lower order to 
make one of the next higher. Introduce the idea of a tenth of one, 
hundredth, etc. Drill on writing and reading decimals until pupils 
are able to write and read any decimal fraction required by the book. 



REPORT OF THE PUBLIC SCHOOLS. 73 



Pupils should carefully study all principles, definitions of terms 
used, and "Notes" given by the author. After the pupils have given 
all oral and written exercises required by the book, in addition and 
substraction of decimals, drill them on many others selected for the 
purpose of securing a clearer understanding of this subject. Review 
Roman system of writing numbers. Give the class a general re- 
view of the year's work. 

WRITING. 

Copy Book No. 5. Teach pupils to hold pen loosely, to bear 
lightly, and to make fine lines without any shading. Observe pre- 
vious directions with regard to position of body, book and pen. 
Neatness of all written work on slate, book and blackboard should 
be insisted upon. After completing a page in the writing book re- 
quire pupils to use practice paper to give free and rapid movements 
of the pen. Create a desire on the part of each pupil to do his best 
at all times. Make frequent use of blackboard to show correct forms 
of letters and how to combine these in word writing. Pupils should 
now be able to give correct height, width and spacing of all letters. 
Require neat work at the blackboard in written work in other stud- 
ies. If pupils take pride in their writing no further trouble need be 
feared. Let them know that you appreciate all the good work they 
do; also all honest efforts made to secure good writing. 

SPELLING. 

Reed's Word Lessons to page 57. When spelling orally the 
teacher should pronounce the word but once. When a word is mis- 
spelled by a pupil the whole class might spell it in concert. Dis- 
cuorage guessing. Practice on words which are frequently mis- 
spelled. Study diacritical marks and require correct pronunciation. 
Spell by sound and letter. 

All new words in Lie Reader should be copied. Dictate sen- 
tences to be copied. Teach the meaning and use of words. Teach 
the spelling and the use of such homonyms as occur. All written 
work should be done neatly. 

GEOGRAPHY. 

Pupils shall be taught to answer the leading questions con- 
tained in Butler's Elementary Geography. There shall be exercises 
on the globe, showing the form and motions of the earth — the equa- 
tor, meridian, parallels and zones — the general outlines of the con- 
tinents and oceans, and their relative situations. General lessons 
from the outline maps of the hemispheres and the United States. 

MUSIC. 

In the matter of giving instructions in Music, teachers shall be 
governed and directed by the Supervisor and Instructor of Music. 



74 REPORT OF THE PUBLIC SCHOOLS. 

DRAWING. 

Continue the work of fourth year, following directions given in 
Prang's Manual. 

LANGUAGE AND COMPOSITION.— LESSONS IN ENGLISH. 

The course in fourth year continued. The pupils to be taught 
to express in their own language, by means of composition, what 
they know, the material to be the object and reading lessons. They 
shall be given a correct idea what a sentence is; and of the distinc- 
tion between a statement, an inquiry and a command. They 
shall be taught the use of capitals; punctuation marks; forming 
compound sentences from simple ones, &c. Recitations of selections 
suitable to this grade. Teacher's guide, "Lessons in English." 

MORALS AND MANNERS. 

Keep before the pupils the lessons of preceding years. Teach 
that it is honorable to confess a wrong, when once committed. 
Speak of conduct on the street and dangers of life — especially at 
night; kindness to younger children; politeness to elders and those 
in authority; the advantage and evil effects to character of pro- 
fanity, falsehood, slander and tale-bearing; anger, selfishness, covet- 
ing or taking another's property. Cultivate a love for beautiful pic- 
tures and flowers. 

Illustrate the above characteristics by maxims and memory 
gems. Make these lessons useful by creating a desire for nobler as- 
pirations. 

Declamations and Essays. — Every week throughout the year. 

SIXTH YEAR (Division A,) 

READING. 

Fifth Reader. — Notice all suggestions made for fifth year, also 
all suggestions given by authors. The teacher should explain all 
biographical, historical, geographical and literary allusions con- 
tained in any selections that pupils are unable to find out for them- 
selves. 

If all lessons are not properly prepared beforehand by the 
teacher, the class will surely receive pe-or instruction. Be able to 
tell pupils where they may find books which will give special infor- 
mation desired in the preparation of lessons. 

The pupils to define and spell the principal words contained in 
their reading lessons, particularly such as are marked for definition. 
The use of the punctuation and rhetorical marks to be learned, and 
there shall be careful drill in accent, emphasis, inflection, articula- 
tion, pitch tone, and movement. There shall at least be one lesson 



REPORT OF THE PUBLIC SCHOOLS. 75 

per week in such reading outside of the text book as may be author- 
ized by the Board of Education. 

ARITHMETIC. 

White's Elementary completed and thoroughly reviewed, espe- 
cially from page 114. 

' Begin with oral problems on page 209. Drill on "Miscellaneous 
Problems," both oral and written, until pupils are able to solve them 
without difficulty. 

In teaching "Mensuration," much care should be taken by the 
teacher that pupils may get a clear and practical idea of the subject. 
Use Mensuration Blocks. Pupils should show by diagram, in all 
cases where this is possible, the number of standard units contained 
in specific distances, surface and volumes. This kind of work is 
necessary to show a full and correct understanding of the subject. 

Percentage — As the principles of percentage have already been 
taught, pupils should not have much trouble in understanding the 
subject. In beginning now to teach pupils percentage, first apply 
the language used in the study of decimals. Teach definitions of 
different terms used. See that pupils get a clear understanding of 
this subject. If necessary, give additional examples for practice. 

Interest — Illustrate clearly the nature and purpose of interest. 
Make plain to pupils what is meant by principal, amount, and rate of 
interest. No difficult problems, in interest, need be given to pupils 
of this grade. Mental continued. 

WRITING. 

Continue as in Fifth year. 

SPELLING. 

Pupils should now be able to use the dictionary not only with 
ease, but with much profit to themselves. The same plan should be 
pursued in this grade as has been suggested in previous year. Prac- 
tice on the use, as well as on the spelling, of all words of similar 
pronunciation, but of different orthography. Frequent reviews 
should be given in spelling by sounds; also, in use of diacritical 
marks in written spelling. Form sentences — using verbs in present 
tense, and in past tense. This exercise should consist of both oral 
and written sentences. 

GEOGRAPHY. 

After January 1st Butler's Complete Geography. In connection 
with the study of maps, study places themselves; names of sections, 
position, size, surface, drainage, climate productions, occupations of 
people, divisions and the like. Show the use of marginal figures on 
maps. 



76 REPORT OF THE PUBLIC SCHOOLS. 

MUSIC. 

In the matter of giving instructions in Music, teachers shall be 
governed and directed by the Supervisor and Instructor of Music. 

DRAWING. 

Continue the work of fifth year, following directions given in 
Prang's Manual. 

LANGUAGE AND COMPOSITION— LESSONS IN ENGLISH. 

Course in fifth year continued. The pupils to be required to ex- 
press in their own language, by means of compositions, what they 
know, the material to be the object and reading lessons of the grade. 
They shall be required to write letters, stories from memory, bills, 
receipts, checks and notes, according to models given by teachers. 
Teachers to use as a guide, "Things Taught." They shall also be 
taught to distinguish and define the parts of speech; to distinguish 
the subject and predicate of simple sentences; object of verbs and 
prepositions; the distinction between transitive and intransitive 
verbs; "Elementary Lessons in English" to be used as a text book. 

MORALS AND MANNERS. 

Review pupils on some of the work assigned for the former 
grades. Give instruction in reverence for God, love of country, 
honor, a good name, self control, behavior in public and at home. 
Lessons should be given in economy, public and private property, 
personal cleanliness, care of clothing. Give lessons on self-control, 
self-denial, proper use of money, generosity, benevolence, reputation, 
manliness and character; the evils of jealousy and slander, envy and 
hatred, indolence and laziness, profanity and other improper lan- 
guage. Explain the effects of good and bad habits on one's charac- 
ter; illustrate by reading appropriate selections. Use maxims and 
memory gems as suggested in preceding grades. 

Declamations and Essays. — Every week throughout the year. 

SEVENTH YEAR (Grammar.) 

READING. 

Fifth Reader. — Notice all suggestions made for sixth year, also 
all suggestions given by authors. The teacher should explain all bio- 
graphical, historical, geographical and literary allusions contained in 
any selections that pupils are unable to find out for themselves. 

If all lessons are not properly prepared beforehand by the 
teacher, the class will surely receive poor instruction. Be able to 



REPORT OF THE PUBLIC SCHOOLS. 77 



tell pupils where they may find books which will give special infor- 
mation desired in the preparation of lessons. 

In addition to suggestions of sixth year, teachers should make 
the reading lessons a study of literature. The reading lesson gives 
the teacher an excellent opportunity to enforce moral lessons and to 
correlate the work of the school. 

ARITHMETIC. 

Complete Arithmetic to page 157. Drill on "Numeration and No- 
tation." At the same time teach numeration and notation of deci- 
mals and United States money. Treat all the fundamental rules in 
like manner. 

Compare Article 29 with 120 and 129; 33 with 121 and 129. 
Study carefully the 'Properties of Numbers." Teach pupils to be 
both rapid and accurate. Solve all oral problems without the use of 
pencil. Study tables carefully. Give additional test lessons. 

WRITING. 

Continue as in Sixth year. 

SPELLING. 

Pupils should now be able to use the dictionary not only with 
ease, but with much profit to themselves. The same plan should be 
pursued in this grade as has been suggested in previous year. Prac- 
tice on the use, as well as on the spelling, of all words of similar 
pronunciation, but of different orthography. Frequent reviews 
should be given in spelling by sounds; also, in use of diacritical 
marks in written spelling. Form sentences — using verbs in present 
tense, and in past tense. The exercise should consist of both oral 
and written sentences. 

GEOGRAPHY. 

After January 1st, Butler's Complete Geography. In connection 
with the study of maps, study places themselves; names of sections, 
positions, size, surface, drainage, climate, productions, occupations 
of people, divisions and the like. Show the use of marginal figures 
on maps. 

Read over and study with the pupils all that pertain to mathe- 
matical, physical and political geography to page 22; make free use 
of globes and maps. Study the hemispheres, Eastern and Western; 
also the Northern as a land hemisphere and the Southern as a water 
hemisphere. Finish United States, page 73. Study products of each 
State. Talk of celebrated men, etc. 

MUSIC. 

In the matter of giving instruction in Music, teachers shall be 
governed and directed by the Supervisor and Teacher of Music. 



78 REPORT OF THE PUBLIC SCHOOLS. 



DRAWING. 

Continue the work of sixth year, following directions given in 
Prang's Manual. 

GRAMMAR. 

Harvey's Primary Grammar. Study carefully all definitions. 
Follow the plan of the book. Try to reach the intellect of the pupils, 
enabling them to understand the force of the different parts of sen- 
tences. 

MORALS AND MANNERS. 

Review pupils on some of the work assigned for the former 
grades. Teach self-control, cultivation of the voice, carriage and 
bearing; freedom from bashfulness and embarrassment, so that 
pupils may make a fair impression on strangers. Show the distinc- 
tion between character and reputation. Develop moral principles. 
Continue with memory gems and maxims. 

Declamations in Essays. — Every week throughout the year. 

EIGHTH YEAR, 

EIGHTH YEAR. 

The eighth year is one of very great importance. The certifi- 
cates granted to pupils who successfully complete the work of this 
year entitle them to enter the High School. The success of pupils 
in the High School depends very much on this spirit which they re- 
ceive in the lower grades, and especially in the eighth year. They 
should be taught to study systematically, to do work neatly, and to 
think profoundly. Those who do not enter the High School will 
have the greater reason for these habits. 

READING. 

Pupils should be taught to properly interpret reading matter, 
and to set forth such interpretations in a good voice, and by proper 
inflection and emphasis and the other qualities of voice. 

Encourage pupils to engage in supplementary reading and, espe- 
cially, upon such subjects as are found in the reader. 

Impress pupils with the idea that a thorough study of each liter- 
ary piece will greatly benefit them by giving them a clearer insight 
into human life. Keep up the study of words ,as required in lower 
grades; explain all allusions and make each selection a literary 
study. 

Special attention should be given to all "lessons" on the rendi- 
tion of selections reflecting various sentiments. Follow suggestions 
given under "For Preparation" at close of each piece. 



REPORT OF THE PUBLIC SCHOOLS. 79 



ARITHMETIC. 

White's Complete to page 200. Begin with measurement of 
plane surfaces, page 157. Learn all terms used, and illustrate each 
problem as far as possible by drawing on the blackboard. The 
teacher is expected to see that every pupil understands the prin- 
ciples involved in all problems given. Call the attention of all pu- 
pils to the "notes" given by the author and see that they fully under- 
stand the meaning of these. Test the class by asking for explana- 
tions. 

More than ordinary care should be given to the study of "Land 
Surveys." All problems under each subject should be solved by 
pupils. The same plan should be pursued in teaching "Measure- 
ment of Solids." Use diagrams for illustration when possible. 

Before taking up the subject of "Percentage," at least two weeks 
should be devoted to a careful review of common and decimal frac- 
tions. Define percentage, rate per cent., base. Give them a clear 
idea of the three cases of percentage. At first lead pupils to see 
what is called for in each problem, then ask for its solution. Many 
of the written problems should also be given in same manner as 
those placed under head of "Oral Problems." 

The subject of Profit and Loss, Commission and Brokerage, and 
Capital Stock should be treated in the same manner. 

Pupils should clearly understand the meaning of all terms used. 
It may be necessary for the teacher to explain the use of some of 
these terms. 

Review each subject often — show similarities as well as differ- 
ences. Select outside problems for additional drill. Pupils are ex- 
pected to rely principally upon their own efforts. 

Take up the subjects of insurance, taxes, etc., and endeavor to 
make all work real. Impress pupils with the fact that men are 
actually engaged each day with similar problems. Exhibit to the 
class a tax receipt, an insurance policy, etc., and formulate practical 
examples for solution. Complete all work called for to "Interest," 
in same manner as required in previous term. Do not forget that 
each topic in the applications of percentage has a set of terms of its 
own, which should be learned thoroughly by each pupil. It is not 
enough that a pupil understands; he must learn and know the sub- 
ject after it is passed. 

Review all work included between pages 176 and 212. 

Interest. — Teach, at first, one method thoroughly to the pupils. 
After much drill they may be taught another. All pupils should 
know and be able to give the definitions of the following, viz.: Inter- 
est, Principal, Amount and Rate of Interest — Simple Interest an<* 
Compound Interest. 



REPORT OF THE PUBLIC SCHOOLS. 



Bank Discount. — Define all terms used. Instruct pupils that 
they may see clearly the difference between simple interest and 
bank discount.. .Do not fail to remember that much of the trouble 
which pupils have in understanding different subjects treated under 
Interest comes from the fact that they have not been made to see 
any real difference. All methods should be made clear. 

Show to pupils, if practicable, real checks, bills, notes, drafts, 
bonds, coupons, etc. Pupils should write out on paper, and on black- 
board various forms of notes, drafts, checks and receipts. Require 
neat and accurate business forms. Define promissory note, face, 
maker, payee, holder, indorser, joint note, demand note, time note, 
negotiable note and partial payments. 

It will be necessary for them to carefully read all "notes" given 
by author — some of these may need explanation from the teacher. 

Drill on problems assigned. Others should be selected and 
given in order that pupils may get sufficient practice. 

Give special review of the work of this year — see that the class 
gets a clear and definite understanding of each subject. 

PHYSIOLOGY. 

Study carefully anatomy, so far as it is treated in the text-book. 
Try to make the study of physiology practicable. Let the object be 
the culture of the pupil, and the observance of the laws of health. 
Press upon the pupil the importance of both knowing and observing 
these laws. 

WRITING AND BOOK-KEEPING. 

To improve the writing of the pupils, continue to teach move- 
ment, using exercise paper. Insist on good work. In Book-keeping 
follow the author. See that work is done neatly and accurately. Be 
careful to have figures put into vertical columns. Let the work be 
the very best that can be done by the pupil. 

GEOGRAPHY. 

Butler's Complete Geography finished. In studying countries, 
use wall maps and relief maps. Try to fix in the minds of pupils the 
physical features of all countries. Connect with each country the 
names prominently associated with its history. Do not enter too 
much into the study of unimportant places, but study the more 
prominent places, such as cities, bays, islands, etc. Study exports 
and show why certain cities have grown, and still grow rapidly. 
Study new possesions of the United States. Explain and locate 
international date line. 

UNITED STATES HISTORY. 

Use Barnes' Brief History of the United States. The condition 



REPORT OF THE PUBLIC SCHOOLS. 81 

of the leading countries of Europe at the close of the fiftenth cen- 
tury should be clearly set forth by the teacher. 

The influence of the printing press; the revival of learning; the 
religious persecutions; the development of navigation, with the 
effect of these upon explorations and settlements made in America, 
should be fully explained to the pupils before taking up the study 
of history from the regular text-book. 

Pupils should be impressed with the fact that history and geog- 
raphy go hand in hand; that no real progress can be made without 
first gaining a clear and definite idea of the location of the event. 
The mere statement that Columbus set sail from a place in some 
portion of Europe and in a few weeks discovered some island in the 
Atlantic Ocean can have but little effect upon pupils, unless they 
know the exact location of the place from which he sailed, the route 
taken, and a definite idea of where the island is that he discovered. 

Briefly give the life of Columbus, nativity, character; the geo- 
graphic ideas of his time; his patrons, his voyages and the results of 
these voyages. 

Give a short account of the following discoverers, locating on 
map discoveries and explorations made, viz: Cabots, Vespucci, 
Ponce de Leon, Balboa, Verrazani, Cartier, De Soto, Champlain and 
Hudson. 

The extent of the French and Spanish territory, extent of the 
English territory, conflicting claims. Lead pupils to express clearly 
the grounds upon which each nation based its claims to any special 
territory in the New World. 

In the same manner study the history of settlements made in 
North America. Endeavor to fix all important facts with regard to 
Virginia, New England, Maryland, Pennsylvania and Southern set- 
tlements. Give special attention to "First General Assembly" in 
Virginia, and "Council of Plymouth." 

Group together the Colonial settlements that their relation to 
each other, in their early development, may be clearly understood by 
the pupils. They are expected to read much outside of regular text- 
books — all reading and study should be done with maps at hand 
for ready reference. Use the blackboard for representing outlines 
of voyages, explorations and settlements. 

Effect of each of the following wars on the colonies, viz: King 
William's war, Queen Anne's war, King George's war, and the 
French and Indian wars. The teacher should make clear to the 
pupils the condition of political affairs in England, France and Spain 
at this time, so that they may know the origin of these wars in this 
country. Understand clearly the two purposes for attempting a 
"Union of the Colonies" in 1754. 



82 REPORT OF THE PUBLIC SCHOOLS. 



Study the growth of the colonies. Contrast the government of 
Massachusetts and her foster colonies— Maine and New Hampshire, 
Rhode Island and Connecticut— with the governments of other Mo- 
nies. Compare the government of Virginia and her foster colony- 
Maryland — with the governments of other sections; the influence of 
the Hugenots, their conflict with the Spanish settlement in Florida; 
Penn's relations with Indians — compare with others. 

Give special attention to those colonies which allowed political 
and religious freedom. 

Revolution.— See that the pupils get a clear idea of the causes 
which brought about the "Revolutionary War." Lead pupils to un- 
derstand why the colonists objected to taxation, writs of assistance, 
stamp act, etc., etc. 

Who were the "Sons of Liberty?" Where did the following rep- 
resentative bodies meet; what did each accomplish and who were 
the principal actors, viz: Colonial Congress (1765), First Continen- 
tal Congress (1774), First Declaration of Independence (May 31, 
1775), Second Continental Congress (1775), Declaration of Independ- 
ence (1776)? 

In studying the period from 1763 to the beginning of 1780, notice 
that the physical features of the country, natural lines of communi- 
cation, etc., had much to do in determining the direction of the 
armies. Continue the study of geography along with that of his- 
tory. The location of important battles should be outlined on the 
blackboard. 

Pupils should read as much as possible to know what each of 
the following patriots accomplished in bringing about "American In- 
dependence," viz: James Otis, Samuel Adams, Patrick Henry, 
George Washington, Richard Henry Lee, Thomas Jefferson, John 
Adams, Benjamin Franklin, Peyton Randolph, John Jay, John Han- 
cock, Marquis de Lafayette, Thaddeus Kosciusko, Casimir Pulaski 
and Baron von Frederick Steuben. For what special reason should 
the following be remembered: Faneuil Hall, "The Old Church" of 
Richmond, Va., Charlotte, N. O, and City of Philadelphia? 

Pupils should get a clear understanding of this period. They 
should know the leading men who took an active part in bringing 
about the independence of the colonies, as well as those who were 
prominent in establishing a permanent form of government for the 
United States. 

Study carefully the financial condition of the colonies during 
the war, the naval and military operations, the siege of Yorktown, 
the armed neutrality, the treaty of peace, the formation of state gov- 
ernments, the cession of public lands, the "Articles of Confedera- 



REPORT OF THE PUBLIC SCHOOLS. 83 

tion" — causes which soon brought about a change- -and the general 
provisions of the present "Constitution." 

Presidential, or Constitutional Period. — Pupil should now read 
for the purpose of getting a clear understanding of the condition of 
the people at the time of the organization of the government — with ' 
regard to powers of the general government; what two ideas pre- 
vailed. In studying this period, special attention should be given to 
the following topics, viz: Financial measures — national bank, etc.; 
neutrality between England and France — what political effect; in- 
ventions — cotton gin, steamboats, railroads, telegraph and their 
effect on this country; acquisition of territory and admission of 
States; causes which led to the war of 1812; principal military and 
naval operations; internal improvements; "Monroe Doctrine" — why 
proclaimed; protective tariff; nullification and business depression; 
causes which led to the war with Mexico — influence on the United 
States; slavery discussions — sectional excitement and final result. 

Besides studying the above, consider also the rapid growth in 
population, in productions and in means of transportation. Draw a 
map of the United States showing extent of the country at close of 
the Revolutionary War and the several tracts that have been subse- 
quently added, and names of States that have been formed from 
them respectively. 

For what should each of the following men be remembered by 
Americans, viz: Robert Morris, Francis Marion, Nathaniel Greene, 
Daniel Morgan, Anthony Wayne, Henry Knox, Benjamin Lincoln, 
Alexander Hamilton, Eli Whitney, James Madison, Robert Fulton, 
John Marshall, William Henry Harrison, Oliver H. Perry, Andrew 
Jackson, Henry Clay, John C. Calhoun, Winfield Scott, James Mon- 
roe, John Q. Adams, De Witt Clinton, Martin Van Buren, Daniel 
Webster, John Tyler, James Knox Polk, Sam Houston, Samuel F. B. 
Morse, Zachary Taylor, S. W. Kearney, Doniphan, John C. Fremont, 
Millard Filmore, Franklin Pierce, Stephen A. Douglas, James Bu- 
chanan and Abraham Lincoln? 

United States History. — American History for Schools, com- 
pleted. 

Before taking up the study of the Civil War pupils should re- 
view the contest over the slavery question. When was slavery in- 
troduced? Provisions in the Constitution; Missouri Compromise; 
Fugitive Slave Law; Kansas-Nebraska Bill, and Decision of the 
United States Supreme Court. 

The class should also have a clear idea of the financial, manufac- 
turing, commercial and agricultural interests of each side before the 
beginning of the war. 

Study this period of history by topics, and illustrate as far as 



84 REPORT OF THE PUBLIC SCHOOLS. 

possible all important events by maps, extracts, brief biographies, 
etc. Show that all aggressive movements of the Union forces were 
made for one of the following purposes, viz: (a) To preserve doubt- 
ful States; (b) To open the Mississippi River; (c) To close all South- 
ern ports; (d) To capture Richmond and destroy Lee's army; (e) To 
divide the forces east of the Mississippi (Sherman's March to the 
Sea) ; (f) At all times to protect Washington City. 

Give short biographical sketch of each person who took a lead- 
ing part in this contest. During Civil War and Reconstruction pe- 
riod dwell only on most important events. 

Compare the condition of our country at the time of the organ- 
ization of the government with that now existing. 

Tell about acquisition of territory, when and by what manner 
obtained; the States admitted since; the character and sentiments 
of the people; the modes of transportation — railroads; the new in- 
ventions — their effect; the variety of productions; the different 
methods of communication— telegraph, etc.; the commerce and com- 
mercial centers; the broader channels through which people are edu- 
cated — newspapers, books, etc. Continue to use maps in the study 
of history. 

Read with care "The Declaration of Independence," giving spe- 
cial attention to the first two paragraphs and the last one. Devote 
two or three lessons to a discussion of its adoption and its history. 

Study events connected with the war with Spain, and the per- 
sons taking a leading part in the war. Study the results of the war. 

COMPOSITION AND GRAMMAR. 

The chief object in studying grammar is to teach pupils to speak 
and write correctly. In this branch, as well as in all others, the 
study of the book should be subordinated to the study of the subject 
itself. The book should be used as an auxiliary to the teacher's ef- 
forts and methods. 

Definitions should be carefully studied. Correct interpretation 
of language is the chief means of criticism, and of forming the habit 
of correct speech, which is the real test of the success of a pupil in 
the study of Composition and Grammar. 

DRAWING. 

Drawing once a week, at least. Follow the directions given in 
Prang's book for eighth year, and in the Manual for this grade. In- 
sist upon good work. Try to arouse an interest in drawing. Use 
the skill of the pupil in illustrating other branches, especially in 
Physiology. This study should assist pupils to see things as they 
are, and should be of much practical utility. 



REPORT OF THE PUBLIC SCHOOLS. 85 



MORALS AND MANNERS. 

Continue to emphasize the importance of each pupil securing 
for himself those traits which make up good character. Impress 
the class with the influence of good habits and the evils which may 
arise from keeping bad company. 

Explain clearly the meaning of these terms, viz: Reputation, 
honor, character, self-denial, self-control, idle talk, tale bearing, pro- 
fanity, slander, also other improper language and habits. Teach 
them to respect old age, to honor those who have given their lives in 
support of some cause that has made the world better. 

Teach love of country, obedience to law, and respect for all 
officers whose duty it is to execute these, fidelity to private or public 
trust, obligation of citizenship, nature and obligations of the oath 
and the ballot. 

Impress pupils with the rights and privileges of others, honor 
among schoolmates, loyalty to school, and pride in the city and State 
in which we live. 

Explain to the class that all persons are guaranteed the right of 
political and religious freedom. Literary gems teaching these im- 
portant truths should be committed and recited by pupils. Read 
suitable selections in support of above. 



86 REPORT OF THE PUBLIC SCHOOLS. 



PLAN OF ORGANIZATION AND COURSE OF 

STUDY ADOPTED BY THE BOARD 

OF EDUCATION. 



1. Each Election District or part thereof of the District ol" 
Wheeling, shall be a sub-district, and each sub-district shall be 
known by the name of its Election District, thus: 

Washington Sub-District, 
Madison Sub-District, 
Clay Sub-District, 
Union Sub-District, 
Centre Sub-District, 
Webster Sub-District, 
Ritchie Sub-District. 

2. The highest or most advanced departments of each of the 
schools, known under the former system as Ward Schools, shall be 
called a Grammar School and shall receive the name of the Sub-Dis- 
trict in which it is located, thus: 

Washington Grammar School, 
Madison Grammar School, 
Madison Grammar School (Lincoln), 
Clay Grammar School, 
Union Grammar School, 
Centre Grammar School, 
Webster Grammar School, 
Ritchie Grammar School. 

3. All the subordinate departments in each of the aforesaid 
Sub-District schools shall constitute a Primary School, to be known 
by the name of its Sub-District, thus: 

Washington Primary School, 
Madison Primary School, 
Madison Primary School (Lincoln), 
Clay Primary School, 
Union Primary School, 
Centre Primary School, 
Webster Primary School, 
Ritchie Primary School. 



REPORT OF THE PUBLIC SCHOOLS. 87 



Each Primary School shall have four divisions, to be regulated 
by the advancement and proficiency of the pupils, and to be designa- 
ted as follows: 

First and second years, Division D. 

Third and fourth years, Division C. 

Fifth year, Division B. 

Sixth year, Division A. 

Seventh year, Grammar School. 

Eighth year, Grammar School. 



£$ REPORT OF THE PUBLIC SCHOOLS. 



REGULATIONS FOR HIGH SCHOOL 



The High School will be under the same general regulations that 
govern the sub-district schools, with such difference as is indicated 
by the following rules: 

SCHOOL HOURS. 

The daily sessions of the High School shall be from 9 a. m. until 
11:45 a. m., and from 1:30 until 4 p. m. 

ADMISSION AND PROMOTION. 

Any pupil who is a resident of the District, who has completed 
the work of any Grammar School of the District, with an average 
grade of seventy-five per cent, and not falling below sixty per cent 
in any branch of study, shall be admitted to the Hign School on the 
presentation of a proper certificate from the Principal of such Gram- 
mar School, approved by the Superintendent. 

All others seeking admission to any class in the High School 
shall furnish to the Superintendent satisfactory proof, by examina- 
tion or otherwise, of proper preparation for such class. 

Pupils of the High School completing the work of any year with 
an average grade of seventy-five per cent, not falling below sixty per 
cent in any branch of study, shall be regularly promoted to the next 
higher class. 

The principal of the High School may, with the approval of the 
Superintendent, return to any Grammar School, or to a lower class 
in the High School, any pupils who are found, after a fair trial, to bfc 
unprepared for the class they have entered, or who, by reason of 
irregular attendance, indolence or inattention, fail to satisfactorily 
accomplish the work of the grade to which they had been assigned. 

All pupils who fail in any study to receive a grade of sixty-five 
per cent during the first term of any year of the High School shall, 
at the commencement of the next term, be classified together in a 
separate class, and they shall be required, if the Principal deem it 
necessary, to review the work of the first term in such study. 

No pupil shall be admitted to the graduating class after the close 
of the first month of the school year, unless by special permission of 
the Committee on Teachers and Schools. 



REPORT OF THE PUBLIC SCHOOLS. 89 

NON-RESIDENT PUPILS. 

Any non-resident pupil may be admitted to the High School at 
the dicretion of the Superintendent and Principal, and the Com- 
mittee on Teachers and Schools, upon the payment to the School Col- 
lector the sum of three dollars per month tuition for residents of Ohio 
county and five dollars per month for non-residents of Ohio county. 
But no such' pupil shall be received into any class until the Collec- 
tor's receipt for the tuition for the current term has been presented ; 
provided, however, that non-resident pupils shall in no case be ad- 
mitted to the exclusion or material inconvenience of pupils residing 
in the city. The Principal, as soon as practicable, shall deliver to 
the Clerk of the Board of Education such tickets of admission, Col- 
lector's receipts, etc., and the Clerk shall charge the Collector with 
the amounts shown by said receipts. 

ABSENCE FROM GENERAL EXERCISES. 

Any pupil who shall absent himself from literary or other gen- 
eral exercises of the school, or who shall fail to perform the part as- 
signed him, without a written excuse from parent or guardian, satis- 
factory to the Principal, shall be required to perform the neglected 
duty before being permitted to resume his place in his classes. 

REVIEWS AND TESTS. 

There shall be no stated or previously announced wrtiten exam- 
inations except at the close of the school year, or on the completion 
of a book. In other cases, when a written test examination is to be 
held, the teacher will simply state at the time of holding it that in- 
stead of the regular recitation a written test will be had. Such tests 
shall not be held on consecutive days, and they will occupy only the 
recitation period of the subject tested. 

GRADUATION. 

To all pupils who complete the course of study with an average 
of seventy-five per cent, not falling below sixty per cent in any 
branch, shall be given a Diploma of Graduation, signed by the Presi- 
dent of the Board, the Superintendent of Schools and the Principal 
of the High School, and attested by the Clerk of the Board of Edu- 
cation, with the seal affixed. The diploma shall indicate the gradu- 
ate's standing for the last school year. In estimating grades of 
pupils, the daily standing shall be counted as two-thirds of such 
grades, and examination tests one-third. 

HONOR PUPILS. 

All graduates who attain an average of not less than ninety-five 
per cent on work completed in the last year of the High School 



00 REPORT OF THE PUBLIC SCHOOLS. 

course, shall be regarded as honor pupils, and shall be so designated 
on the commencement programme. No pupil who has already grad- 
uated shall be allowed to compete for any honor bestowed by the 
Board. 

Prom those of the graduating class who have attained during the 
last year of school an average grade of not less than ninety per cent, 
ten pupils shall be chosen as commencement performers, by the 
Principal and teachers of the High School, with the approval of the 
Superintendent. Such selections shall be made with special reier- 
ence to ability as speakers and writers. At the commencement exer- 
cises no flowers or other gifts shall be presented on the stage. 

REMAINING AT NOON. 

Pupils who remain in the school building at noon shall eat their 
lunch in a room designated by the Principal, and shall be subject to 
the control of the Principal or any teacher whom he may designate. 
They shall maintain good order and shall not be permitted to run 
about the building. 

INDIGENT PUPILS. 

Books shall be furnished to indigent pupils on the written recom- 
mendation of the Principal, counter-signed by one of the local Com- 
missioners of the sub-district in which the pupil may reside. 

SUBSTITUTES FOR HIGH SCHOOL. 

At the meeting of the Committee on Teachers and Schools at 
which teachers are nominated for the High School this committee 
shall nominate also one or more persons to act as substitutes in the 
High School. These substitutes shall have such certificates as those 
held by teachers of the High School, and shall receive for their ser- 
vices two dollars and a half per day, to be paid by the person for 
whom such substitute teaches. In case of the absence of the Prin- 
cipal of the High School, it shall be the duty of the Committe on 
Teachers and Schools to appoint a suitable person to act in his 
stead. The compensation of such substitute shall be at the rate of 
one hundred dollars per month, to be paid by the Principal. 



REPORT OF THE PUBLIC SCHOOLS. 



91 



COURSE OF STUDY FOR HIGH SCHOOL. 



FIRST TERM. 
Arithmetic . . . .3 
Lessons in English 5 

Algebra 5 

Phys. Geography . 3 
Electives, German 

FIRST TERM. 
Arithmetic .... 2 
Lessons in English 4 

Algebra 5 

Physics 5 

Elective, German. 

FIRST TERM. 

Geometry 5 

Rhetoric 2 

Civil Government . 5 
Eng. Literature . . 5 
Electives, German 

FIRST TERM. 

Reviews 4 

Chemistry .... 3 
General History . . 5 
Am. Literature . . 4 



FIRST YEAR. 

SECOND TERM. 

Arithmetic .... 3 
Lessons in English 5 

Algebra. 5 

Phys. Geography . 3 

and Book-keeping. 

SOPHOMORE. 

SECOND TERM. 

Arithmetic .... 2 

Botany 4 

Algebra 5 

Physics 5 

JUNIOR. 
SECOND TERM. 

Geometry 5 

Rhetoric 2 

Civil Government . 5 
Eng. Literature . . 5 
and Latin. 

SENIOR. 
SECOND TERM. 

Reviews 4 

Chemistry .... 3 
General History . . 5 
Am. Literature . . 4 



THIRD TERM. 
Arithmetic .... 3 
Lessons in English 5 

Algebra 5 

Phys. Geography . 3 



THIRD TERM. 
Arithmetic .... 2 

Botany 4 

Geometry 5 

Physics 5 



THIRD TERM. 
Geometry ..... 5 

Rhetoric 2 

Civil Government . 5 
Eng. Literature . . 5 



THIRD TERM. 

Reviews 4 

Chemistry .... 3 
General History . . 5 
Am. Literature . . 4 



Electives, Latin and Theory and Practice of Teaching. (Seniors 
may substitute Theory and Practice of Teaching for Chemistry). 
The figures indicate approximately the number of lessons per week. 



92 REPORT OF THE PUBLIC SCHOOLS. 



RULES RELATING TO MUSIC. 



1. The supervisor and instructor of music shall be subject to 
the Board of Education and under the direction of the Committee on 
Teachers and Schools and the Superintendent of Schools. 

2. The supervisor and instructor of music shall report at the 
rooms of the Board of Education between 8:30 and 9 o'clock a.m. on 
all school days, and shall employ his whole time during the school 
hours in his work. 

3. The supervisor and instructor of music shall arrange his 
work and divide his time so as to give equal instructions to the pu- 
pils of the different schools of the District, and in such a manner as 
not to conflict unnecessarily with the other work of the schools. In 
order to do this he shall confer with the Superintendent and the 
Principals of the different schools. 

4. The supervisor and instructor of music shall devote himself 
to the study of his work, so as to keep pace with the most approved 
methods of instruction. 

5. The supervisor and instructor of music shall from time to 
time make such report to the Board of Education, through the Su- 
perintendent, as may be required. 



r 



CO 

o 

X 




REPORT OF THE PUBLIC SCHOOLS. 93 



RULES RELATING TO THE GERMAN 
DEPARTMENT. 



1. The German Language in the Public Schools of the School 
District of Wheeling shall be taught only to pupils attending the 
High School, Grammar Schools, and the A Divisions and in the high- 
est grade of B Division; and the instructions and recitations in Ger- 
man shall be conducted in rooms separate from the English. 

2. New scholars shall be taken only at the commencement of 
the term. 

3. No pupil shall be allowed to enter upon the study of German 
in any but the highest grade B, unless he be able to pass a satisfac- 
tory examination in the work of the previous grades. 

4. Want of punctuality in classes in their attendance upon the 
German lessons, as well as a repeated neglect of study on the part of 
any pupil, is to be reported to the Superintendent. 

5. To assure the proper authorities that every pupil who is se- 
lecting the study of German is doing so with the consent of his or 
her parent or guardian, the latter are required to make their wishes 
known by signing and returning to the Principal the "optional study 
blank," to be furnished by him to every pupil from the highest B 
grade upwards, or on entering the school. And the pupil shall not 
be permitted to drop the study of German without the written per- 
mission of his or her parent. 



94 REPORT OF THE PUBLIC SCHOOLS. 



COURSE OF STUDY FOR GERMAN DE- 
PARTMENT. 



FIRST YEAR.— (Division B.) 
Ahn's First Book for all pupils. 

SECOND YEAR. (Division A.) 

Ahn's Second Book, or Klemm's Second. 

THIRD YEAR.— (Grammar.) 
Klemm's Third Book, or Keller's First Year in German. 

FOURTH YEAR.— (Grammar.) 

Keller's First Year in German, supplementary reading, composi- 
tion and translations. 

HIGH SCHOOL.— FIRST YEAR. 

Lower class. — Keller's First Year in German. 
Advanced class. — Joynes and Meissner's Grammar and supple- 
mentary reading. 

SECOND YEAR. 

Lower Class. — Joynes and Meissner's Grammar. 
Advanced class. — Conversations, composition and supplemen- 
tary reading. 

THIRD YEAR. 

Lower class. — Joynes and Meissner's Grammar, conversations, 

composition and suplementary reading. 

Advanced Class. — Keller's Literature and reading from Schiller 
and Goethe. 



REPORT OF THE PUBLIC SCHOOLS. 95 

During the last school week in June of each year, each teacher 
in the four divisions of the primary schools, shall report to the Prin- 
cipal of his or her school the names of such pupils as are qualified 
to be promoted to the next higher division, and the Principal shall 
promote such pupils thus recommended; unless in his judgment 
such promotion would be injurious; in which case he shall immedi- 
ately report all the facts in the case to the Superintendent for his 
counsel and decision. 

Parents and guardians arc most earnestly urged to see to it that 
their children or wards are present during the last week of school in 
June, that they may be examined in order to their promotion. 

When it shall come to the knowledge of a Principal that a pupil 
has, with or without the approval or consent of the parent or guar- 
dian, wilfully absented himself from an examination of his class, 
said pupil shall not be promoted before the close of another year; 
and in every case when it shall come to the knowledge of a Princi- 
pal that a pupil has, with the knowledge or consent of his parent 01 
guardian, absented himself from school during the time of an exam- 
ination of his class, with the object of avoiding examination, it shall 
be the duty of the Principal to refuse readmission to said pupil, ex- 
cept upon the written order of the Superintendent, sanctioned by 
direct act of the Board of Education. When it shall come to the 
knowledge of a Principal that a pupil has absented himself from 
school with the object of shunning any examination, the Principal 
shall at once apprise the Superintendent of the fact. 

No person shall be employed to teach in any school of this Dis- 
trict who shall rot first have obtained from the Examining Commit- 
tee a certificate of qualificatioa for the division in which said person 
intends to teach. Teachers for Division D, Primary School, shall 
sustain an examination in the common English branches, viz: Or- 
thography, Reading, Penmanship, Arithmetic, English Grammar, 
Geography and Definition. For Division C and B, in United States 
History in addition to the common English. For Division A, in both 
United States History and Physiology, in addition to the common 
English course. 

For positions as teachers in the Grammar Schools and the High 
School, applicants shall undergo an examination in all the branches 
of study named for said schools. 

No pupil in the Primary or Intermediate departments shall be 
permitted, in addition to writing, nor in the Grammar Department in 
addition to reading and writing, to pursue more than five studies at 
the same time. 

All former rules and standing orders of the Board are hereby 
repealed. 



96 REPORT OF THE PUBLIC SCHOOLS. 



BOOKS USED. 



Reading Charts - 

headers McGuffey. 

Arithmetic White. 

Music Natural Course. 

Mental Arithmetic Dubbs. 

Geography - - Butler. 

History Barnes. 

Grammar - - Lytes. 

Physiology Steele. 

Book-Keeping- — Eighth Grade - - - Meservey. 
Lessons in English - - - - - Lytes. 
Book-Keeping— High School - - - W. P. Sandy. 

Lessons in English Lockwood. 

Algebra White. 

Physical Geography - - - - - Houston. 

Physics Cooiey. 

Geometry Wells. 

Botany -------- Bergen. 

Rhetoric - - - - - - - Raub. 

Civil Government Willoughby. 

English Literature Painter. 

American Literature - - - - Painter. 

Chemistry - Remsen. 

Theory and Practice ----- Page. 

School Management ----- White. 

Latin — First Year - Collier & Daniels. 

Latin — Second Year ----- Arrowsmith & Whicher 

Latin Grammar Allen & Greenough. 

German — First Year - - - - - Ahn. 
German — Second Year ... - Ahn & Klemm. 

German — Third Year ----- Klemm & Keller. 
German — High School ----- Keller, Joynes & Meis- 

ner, and Keller's Liter- 

ture. 

Phonography Ben Pitman. 

General History Barnes. 

Commercial Law Clark, 



REPORT OF THE PUBLIC SCHOOLS. 97 



GENERAL RULES. 



Rule 100. The regular scholastic year shall commence on the 
first Monday in September, and close on the last Friday in June, in 
each year. The week preceding the first Monday in September 
shall be devoted to an Institute, at which the attendance of all the 
principals and teachers shall be compulsory. There shall be vaca- 
tion from Christmas to New Years, inclusive of both; during the 
week including the first day of April; on all legal holidays appoint- 
ed by the city, State or national authorities. Schools shall be re- 
sumed the next school day after the holidays, and the Christmas 
and New Years' holidays shall be considered as ending with the first 
day of January. 

101. The sub-district schools shall open at 9 o'clock a. m. and 
close at 12 m. — open again at 1:15 p. m. and close at 4:15. Subject 
to the approval of the Principal, Division C. may be dismissed one- 
half hour and Division D. one hour earlier than the above named 
hours for closing the schools. There shall be a recess of 15 minutes 
in each session, commencing in the forenoon at 10:45 o'clock and in 
the afternoon at 3 o'clock; but pupils shall not be required to leave 
the school room at recess during cold or inclement weather. When- 
ever pupils are detained in the school room at recess, they shall be 
allowed to pass out after the recess is closed. 

102. In opening the schools in the morning, some portion of 
the Holy Scriptures shall be read in each department or division; 
after the reading of Scripture, the teacher and pupils shall repeat, 
the Lord's Prayer in concert. 

103. The admission of pupils to the schools of other sub- 
districts than those in which they reside shall be at the option of the 
Board; and in case a pupil shall leave school under censure, he or 
she shall not be admitted to any other school in the District except 
by consent of the Board of Education; and, in case any pupil is ad- 
mitted in violation of this provision, the Superintendent shall dis- 
charge said pupil as soon as notified of the fact; provided, however, 
that non-resident children shall in no case be admitted to the 
schools of any sub-district to the exclusion or material inconven- 
ience of the pupils residing in the sub-district; and in no case shall 



98 REPORT OF THE PUBLIC SCHOOLS. 

a pupil not a resident of the School District of Wheeling be permit- 
ted to attend any of the schools of said District except upon the pre- 
sentation to the principal of a ticket of admission from the local 
Commissioners having direct supervision of the school, together 
with a receipt from the Collector of the district to the effect that the 
said pupils has paid five dollars for the current term, or two dollars 
per month for any time less than the current term; or a certificate 
from said Collector that a parent or legal guardian of said pupil 
pays annually city school taxes annually to the amount of fifteen 
dollars. If more than one pupil is sent from the same family, tuition 
for each must be paid, unless the parent or guardian pays annually 
city school taxes equal to the total tuition. Taxes paid by guardian 
must be on account of property belonging to said pupil. The prin- 
cipal shall, as soon as practicable, deliver to the Clerk of the Board 
such tickets of admission, receipts and certificates, and the Clerk 
shall charge the Collector with the amounts shown by said receipts. 
Upon the expiration of the term for which any such pupil has been 
admitted, the principal shall not permit the pupil longer to attend 
the school without the presentation of another ticket and receipt for 
the proper amount, which ticket and receipt shall be delivered to the 
Clerk as aforesaid. 

104. During the week immediately preceding the April vaca- 
tion, there shall be a public examination in each school of the 
district, to continue not longer than three days. Parents and guar- 
dians are expected to see that their children attend the examinations 
of their respective schools, and also upon the preparatory exercises 
pertaining thereto. 

105. No pupil shall be permitted to take his seat in school un- 
less clean and neat in person and dress. 

106. Any pupil returning to school after an absence of half a 
day or more, or coming in after school has opened, shall produce a 
written excuse from his or her parent or guardian. When no such 
written note is presented, it shall be the duty of the principal to 
send a notice to the parent or guardian. But any pupil who shall 
from any cause whatever, except sickness, be absent from school for 
five days during any consecutive four weeks, shall not be permitted 
to attend any school in the district, during the remainder of the 
term, unless the parent or guardian can satisfy the Superintendent 
that the absence was necessary. Upon being thus satisfied, the 
Superintendent shall issue a ticket for the re-admission of said pupil. 

107. Any pupil who shall play truant, or be guilty of insubordi- 
nation, shall, for the first and second offenses, be punished at the 
discretion of the principal. The principal shall also inform the 
parent or guardian of the second offense, and give due warning of 






REPORT OF THE PUBLIC SCHOOLS. 99 

the probable result if it be repeated. If, after such notice has been 
given, another offense occur, the pupil shall be reported to the 
Superintendent, who may suspend or expel at his discretion. 

108. Any pupil, while under censure, absenting himself, or 
being detained by his parents or guardian from school, on account 
of said censure, shall not be again admitted without a written order 
from the Superintendent. But the principal, if aggrieved, may ap- 
peal from the decision of the Superintendent to the Board. 

109. No pupil shall be admitted to any school of the district 
who is affected with any contagious disease, or from a familj in 
which small-pox, variloid, cholera, scarlet fever, diphtheria, mem- 
branous croup or measles exists or has recently existed, except on 
presentation of a physician's ^certificate that such pupil is not liable 
to convey infection. Blank certificates for this purpose shall be 
supplied to each principal. 

110. Parents and guardians are requested not to interfere in 
the disciplinary concerns of the schools; but in all cases of com- 
plaint, to report first to the Principal, and if satisfactory redress be 
not given, then to the Superintendent; if not satisfied with the de- 
cision of the Superintendent, final appeal may be made to the Board 
of Education; but in all cases of appeal, either to the Superintend- 
ent or to the Board the cause of grievance or complaint must be 
stated in writing, and when the complaint is to be made to the 
Superintendent, due notice thereof must be first given by the com- 
plainant to the Principal; and when to the Board of Education, both 
Principal and Superintendent must be notified by the complainant 
of his intention thus to appeal. 

111. Parents and guardians shall be held responsible for any 
damage done by their children to school houses, furniture, out-build- 
ings, trees, shrubbery, or other appurtenances. Their attention is 
earnestly solicited to the foregoing Rules and By-Laws, and their co- 
operation is invited to their strict enforcement. 

112. Whenever a parent or guardian wishes a child to pursue a 
partial course of study, or to leave school during school hours at 
stated times, he shall make s direct request of the Principal for 
such privileges, and if this meet with the sanction of the Principal, 
the Superintendent may grant such permission; provided, there are 
good reasons for the same and the interests of the school will not be 
seriously interferred with. But in no case shall such privilege be 
granted without the written concurrence of the Principal and Super- 
intendent, nor shall any pupil without the consent of the Committee 
on Teachers and Schools pursue any study (other than the electives) 
higher in the course than those of the year in which such pupils is 
classified. 



100 REPORT OF THE PUBLIC SCHOOLS. 

113. Annually at the meeting at which teachers are appointed, 
the Commissioners of each sub-district shall appoint two or more 
substitutes; and whenever a teacher in any sub-district shall be 
temporarily absent it shall be the duty of the Principal of such 
school to procure one of such substitutes to teach during the ab- 
sence of such teacher. But no person shall be appointed a substi- 
tute who shall not have obtained a number one or two certificate of 
his qualification to teach such branches as a teacher in Division A 
is required to be examined in. The compensation of such substitute 
shall be one dollar and a half per day, and is to be paid by the 
teacher in whose place the substitute teaches. In case of the ab- 
sence of the Principal of any school, it shall be the duty of the 
Commisisoners of the sub-district where such -absence occurs to 
appoint some competent person, holding a grammar school certifi- 
cate, to act as substitute for such Principal. The compensation for 
such service shall be at the rate of eighty dollars per month, to be 
paid by the Principal in whose place the substitute serves. 

114. The Examining Committee may, upon application, grant 
to each graduate of the Wheeling High School, a certificate having 
the same grades as are marked on the diploma of such graduate, 
but no such certificate shall be granted upon a diploma bestowed 
one year prior to the time of making such application, and no certifi- 
cate shall be renewed, unless the holder thereof is a teacher or sub- 
stitute in one of the schools of the district. 

115. Public entertainments for which an admission fee is 
charged may be held in the High School or each sub-district and in 
Lincoln school, not exceeding once during the school year, partici- 
pated in by the pupils selected from the several divisions or grades, 
and under the direction of the Principal and teachers of the school. 
A programme of the exercises shall be furnished the Committee on 
Teachers and Schools, if the High School is to give the entertain- 
ment, or to the local Commissioners of the sub-district in which the 
entertainment is to be held, for their approval or correction, at least 
ten days before time of such entertainment. An admission fee not 
exceeding twenty-five cents may be charged. Entertainemnts and 
preparations for the same shall not interfere with any part of the 
regular school work, nor shall seats or fixtures be disturbed. 

116. None of the foregoing rules shall be repealed or altered, 
unless by a majority of all the members of the Board. Any rule 
may be suspended by a vote oi the majority of the Board for a par- 
ticular purpose. 



LIBRARY OF CONGRESS 



021 497 009 



